A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

Jiang, Michael Yi‐Chao; Jong, Morris Siu‐Yung; Lau, Wilfred W. F.; Chai, Ching Sing; Liu, Kelly Shu-xia; Park, Moonyoung

doi:10.1080/09588221.2020.1789171

Cited by 45 publications

(45 citation statements)

References 28 publications

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“…Those studies, however, merely reported the findings with no attempts made to explore the potential reasons. The present study was conducted in an EFL context, and as evident, interaction is particularly critical in a foreign language class (Jiang et al, 2020). However, due to an abrupt shift from regular classroom to online learning, internet-based peer interaction may be more difficult than that in a face-to-face mode.…”

Section: Limited Role Of Attitude Towards Technologymentioning

confidence: 94%

“…Different classroom learning contexts may require different external factors to explain learners' technology acceptance and use. For example, students may still do well in lecture-based virtual mathematics classrooms, but foreign language classes must provide students with as many opportunities for interaction as possible (Peterson, 2009;Jiang et al, 2020). Additionally, due to the COVID-19 situation, the students were provided with no other choices but had to use the system regardless of their ICT self-efficacy and their perceived enjoyment in online learning.…”

Section: Limited Role Of Attitude Towards Technologymentioning

confidence: 99%

“…In this study, there are two reasons for targeting foreign language learning as our research context: first, the nature of language learning is highly interactive (Canale and Swain, 1980) and peer interaction in foreign language classrooms is an indispensable way for learners to learn the target language (McCabe, 2017;Jiang et al, 2020). A complete shift of the learning mode due to COVID-19 may change the way language learners used to interact with one another in class and may further influence how students perceive the technology use in their online language learning.…”

Section: Introductionmentioning

confidence: 99%

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Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

et al. 2021

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The present study validated the general extended technology acceptance model for e-learning (GETAMEL) with the survey data from the English as a foreign language (EFL) online class during the novel coronavirus lockdown period. A total of 678 undergraduates participated in the survey. Structural equation modeling was employed to analyze the data. The results showed that the influence of perceived usefulness of students on their intentional behavior to use the online learning system was not mediated by their attitude, indicating a very limited role of attitude toward technology in the model. Enjoyment and self-efficacy had no significant effects on the internal constructs, raising theoretical concerns on the applicability of this general model into specific contexts. In addition, we found that experience might be a moderator rather than an antecedent of the internal constructs in the model.

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Section: Limited Role Of Attitude Towards Technologymentioning

confidence: 94%

Section: Limited Role Of Attitude Towards Technologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

et al. 2021

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“…According to M. Y. C. Jiang et al's (2020) synthesis work, educational technology is not fully harnessed in flipped language classrooms. Even though watching YouTube videos and doing online quizzes for selfstudy was the most common way of using technology in flipped courses, some more advanced technologies involving artificial intelligence (e.g., ASR technology) are yet to be widely utilised.…”

Section: Learner Preparedness In Flipped English As a Foreign Language (Efl) Classroomsmentioning

confidence: 99%

“…In light of the technologies integrated into flipped language classrooms, most courses involve only some easy-to-use technologies such as online videos and exercises (Song et al, 2017). In contrast, cutting-edge technologies that could help establish an immersive learning environment are under-leveraged (Chien et al, 2020;Geng et al, 2019;M. Y. C. Jiang et al, 2020;H.…”

Section: Introductionmentioning

confidence: 99%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

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The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant.

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Examining motivation and self‐regulated online learning strategy model: A measurement invariance analysis among college students in China during COVID‐19

Tang,

Wang,

et al. 2024

Applied Cognitive Psychology

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The present study aimed to evaluate the psychometric properties and measurement invariance of the motivated and self‐regulation strategies for online learning (MSSOL) instrument. Data were collected from a sample of 1100 college students from a Chinese university. Factor analysis revealed favorable psychometric properties of the MSSOL. Furthermore, strong evidence was found to support the configural, metric, scalar, and strict invariance across gender groups, indicating the appropriate utilization of the MSSOL in accurately assessing online English learning motivation and self‐regulated learning (SRL) strategies among Chinese college students of both genders. This study represents a significant advancement in the measurement of motivation and SRL in the context of online English as a Foreign Language (EFL) instruction, particularly in light of the ongoing COVID‐19 pandemic. Implications for future research are discussed.

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A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

Cited by 45 publications

References 28 publications

Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Examining motivation and self‐regulated online learning strategy model: A measurement invariance analysis among college students in China during COVID‐19

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