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The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students’ reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students’ reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students’ summarization skills, while the impact of the approach on students’ reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students’ summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner Notes What is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum. It is time‐consuming and difficult to train students in all kinds of reading skills in class. Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class. The acquisition of new skills can be technically demanding. The difficulty levels of the skills to be acquired should be considered. What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students’ summarization and reading comprehension in a Mandarin Chinese course. The proposed approach improved the students’ summarization skills. When learning with the proposed approach, students’ reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation. Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students’ summarization skills. Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking. Flipped video assignments at students’ own levels should be considered.

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The present study integrated mobile technology into a flipped dance class. An experiment was conducted to understand the effects of the proposed approach on students' motivation and self-efficacy as well as the correlation between self-efficacy and motivation in the flipped learning context. A total of 65 university students from two classes were recruited for the study. The two classes adopted a traditional feedback approach and a mobile technologysupported peer assessment approach, respectively; the flipped teaching experiment lasted for eight weeks. The results showed that there was a significant positive correlation between students' self-efficacy and motivation in the flipped teaching context. Additionally, the mobile technology-supported peer assessment approach was found to be an instructional approach with great benefits, which could significantly enhance students' intrinsic motivation and strengthen their focus and reflection during activities.