Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 56-68 |
| Number of pages | 13 |
| Journal | British Journal of Educational Technology |
| Volume | 49 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2018 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Which students benefit most from a flipped classroom approach to language learning? / Chuang, Hsueh Hua; Weng, Chih Yuan; Chen, Ching-Huei.
In: British Journal of Educational Technology, Vol. 49, No. 1, 01.01.2018, p. 56-68.Research output: Contribution to journal › Article
TY - JOUR
T1 - Which students benefit most from a flipped classroom approach to language learning?
AU - Chuang, Hsueh Hua
AU - Weng, Chih Yuan
AU - Chen, Ching-Huei
PY - 2018/1/1
Y1 - 2018/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85040324657&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85040324657&partnerID=8YFLogxK
U2 - 10.1111/bjet.12530
DO - 10.1111/bjet.12530
M3 - Article
AN - SCOPUS:85040324657
VL - 49
SP - 56
EP - 68
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 1
ER -