Which students benefit most from a flipped classroom approach to language learning?

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 (β = 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 (β = 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.

[1]  Wolff‐Michael Roth,et al.  Physics students' epistemologies and views about knowing and learning , 1994 .

[2]  P. Metallidou,et al.  Epistemological beliefs as predictors of self-regulated learning strategies in middle school students , 2013 .

[3]  Kap Seung Yang,et al.  Formation of Mesophase Pitches from Polycyclic Aromatic Hydrocarbons: Naphthalene and Anthracene , 1992 .

[4]  J. Moffett.  Twelve tips for “flipping” the classroom , 2015, Medical teacher.

[5]  E. Horwitz.  Cultural and Situational Influences on Foreign Language Learners' Beliefs About Language Learning: A Review of BALLI Studies. , 1999 .

[6]  Elaine K. Horwitz,et al.  Language anxiety and achievement , 2001, Annual Review of Applied Linguistics.

[7]  Richard C. Anderson,et al.  Schooling and students′ epistemological beliefs about learning , 1993 .

[8]  Tomohito Hiromori,et al.  Toward a tripartite model of L2 reading strategy use, motivations, and learner beliefs , 2013 .

[9]  Rose M. Marra,et al.  Encouraging Intellectual Growth: Senior College Student Profiles , 2004 .

[10]  Jennifer Jun-Li Chen,et al.  Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement: The Mediating Role of Academic Engagement , 2005, Genetic, social, and general psychology monographs.

[11]  Zhou Yan,et al.  Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students , 2007 .

[12]  T. Taguchi,et al.  4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study , 2009 .

[13]  F. Paas,et al.  A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks , 2009 .

[14]  Chuang Wang,et al.  Psychometric properties of a self-efficacy scale for English language learners in China , 2014 .

[15]  B. Hofer,et al.  Dimensionality and Disciplinary Differences in Personal Epistemology. , 2000, Contemporary educational psychology.

[16]  Hsiu-Ting Hung,et al.  Flipping the classroom for English language learners to foster active learning , 2015 .

[17]  Ching-Huei Chen,et al.  The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education , 2012, Comput. Educ..

[18]  F. Worrell,et al.  The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents , 2010 .

[19]  C. Lance,et al.  The Sources of Four Commonly Reported Cutoff Criteria , 2006 .

[20]  K. Fulton.  Upside down and inside out: Flip Your Classroom to Improve Student Learning. , 2012 .

[21]  M. Rhodes,et al.  Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice , 2016, Educational Psychology Review.

[22]  Sara Cotterall,et al.  Readiness for autonomy: Investigating learner beliefs , 1995 .

[23]  Nian-Shing Chen,et al.  Is FLIP enough? Or should we use the FLIPPED model instead? , 2014, Comput. Educ..

[24]  Min Kyu Kim,et al.  The experience of three flipped classrooms in an urban university: an exploration of design principles , 2014, Internet High. Educ..

[25]  John C. Strikwerda,et al.  Reversing the Lecture/Homework Paradigm Using eTEACH® Web‐based Streaming Video Software , 2002 .

[26]  Mustapha X. Altan,et al.  Beliefs about Language Learning of Foreign Language- Major University Students , 2006 .

[27]  Gwo‐Jen Hwang,et al.  Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies , 2015 .

[28]  Yungwei Hao,et al.  Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms , 2016, Comput. Hum. Behav..

[29]  C. Phillips,et al.  The use of flipped classrooms in higher education: A scoping review , 2015, Internet High. Educ..

[30]  Tae-Young Kim,et al.  Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abr , 2011 .

[31]  Frank M. Pajares,et al.  Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. , 2010 .