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ERIC Number: EJ1166083
Record Type: Journal
Publication Date: 2018-Jan
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0007-1013
Which Students Benefit Most from a Flipped Classroom Approach to Language Learning?
Chuang, Hsueh-Hua; Weng, Chih-Yuan; Chen, Ching-Huei
British Journal of Educational Technology, v49 n1 p56-68 Jan 2018
Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self-efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7-week flipped classroom conducted from mid-September 2014 to mid-November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre-test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (ß = 0.12, p < 0.05) indirect effect of instrumentality (promotion) on the change in test scores through averaged quiz scores. Beliefs had a significant positive effect on change in scores between pre- and post-tests (ß = 0.20, p < 0.05). Findings revealed that language learners with a high level of motivation in instrumentality (promotion) followed quiz mechanisms closely and thus benefited most from the flipped classroom. Learners with high beliefs exhibited improvement in the post-tests without doing well in quizzes. The implications for a flipped language learning classroom are discussed, including multiple strategies for regulating learners of different personal traits to preview the online course content before class.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A