Classroom Interaction and Learning Anxiety in the IRS-Integrated Flipped Language Classrooms

Chang, Ching Yi; Lin, Hao-Chiang Koong

doi:10.1007/s40299-018-0426-x

Cited by 26 publications

(25 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the flipped learning model, more face-to-face classroom time is allocated for teachers to undertake in-class activities to contextualize and extend the learning that has previously occurred outside class (Chang and Lin, 2019); instructors can also guide students in critical thinking and monitor activities in class (Mebring, 2016). In recent years, flipped learning has been posited to provide numerous educational merits to language classrooms (Zou et al, 2020).…”

Section: Literature Review Flipped Language Learningmentioning

confidence: 99%

“…In the flipped classroom, teachers have become organizers, and facilitators (Bicen and Beheshti, 2019) who play important roles in understanding students' learning demands and stimulating their engagement in learning activities (Hung, 2017). Numerous advantages brought by flipped language learning have been highlighted in the literature, including a better peer-assisted interactive learning atmosphere (Hsieh et al, 2017), more opportunities for individual comments (Zou et al, 2020), higher learning engagement (Hung, 2017), enhanced innovative learning strategies (Baepler et al, 2014;Chang and Lin, 2019), and better academic performance (Lee and Wallace, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

Luo

Gan²

2022

Front. Psychol.

View full text Add to dashboard Cite

This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exploratory and confirmatory factor analysis resulted in determination of five flipped English learning readiness factors (i.e., doing previews, in-class communication self-efficacy, positive experience, intentional behaviors, and self-directed learning) with a strong psychometric basis. The composite reliability, average variance extracted, and HTMT ratio of correlations further confirmed the convergent and discriminant validity of the Flipped English Learning Readiness Questionnaire. Structural equation modeling analysis suggested that English learning self-efficacy was a significant predictor of student flipped English learning readiness among students from different year-levels. Autonomy-supportive instructional practices significantly predicted year 2 students’ self-directed learning while grammar/translation-oriented learning had a significantly positive influence on year 3 students’ positive flipped learning experience and intentional behaviors.

show abstract

Section: Literature Review Flipped Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

Luo

Gan²

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…In the study of English class International Journal of Linguistics ISSN 1948-5425 2020 model of students' learning anxiety, it was found that flipped classroom model can reduce students' foreign language learning anxiety and give full play to students' autonomy. (Wang, 2016;Chang & Lin, 2018).…”

Section: Foreign Language Learning Anxietymentioning

confidence: 99%

Online Learning Anxiety and Self-Efficacy of Chinese EFL Learners Under Pandemic Situation

Yun¹,

Zhang²

2020

IJL

View full text Add to dashboard Cite

The present study aims to find out the anxiety of Chinese EFL learners as well as its relationship with self-efficacy in the online learning environment. A total of 492 Chinese college students from different regions participated in the research. The data obtained from the questionnaire survey were submitted to SPSS version 25.0 to do analysis. The results revealed that: (1) most English learners have a relatively high level anxiety toward online learning under the special pandemic situation, and the anxiety varies among students of different academic years; (2) there is a weak negative correlation between learning anxiety and self-efficacy (3) Anxiety affects self-efficacy in a negative way. More specifically, teaching mode and external environment have a significantly negative effect on self-efficacy.

show abstract

“…Individualizing the education at FC enables many positive results which are related to academic performance to be reached (Jovanovic et al, 2019 ; Lai & Hwang, 2016 ; Munir et al, 2018 ; Shi et al, 2018 ; Wilson, 2014 ). In the literature, it was mentioned that FC has academic outputs like collaborative work of students on particular subjects (Foldnes, 2016 ; Fox & Docherty, 2019 ), participation in evaluation process and independent learning skills (Shi et al, 2018 ; Wilson, 2014 ), self-directed learning skills (Lai & Hwang, 2016 ), development of learning responsibility (Chang & Lin, 2019 ; Huang & Hong, 2016 ; Moffett, 2015 ), improvement of academic performance (Lai & Hwang, 2016 ; Munir et al, 2018 ), motivation (Bhagat et al, 2016 ), satisfaction (Bösner et al, 2015 ; Forsey et al, 2013 ; O’Flaherty & Phillips, 2015 ), development of attitude towards learning in a positive direction (Chao et al, 2015 ) and enabling adoption of high-level thinking skills (Alsowat, 2016 ; Giannakos et al, 2014 ; Yildiz-Durak, 2018 ). However, in the study conducted by Vasileva-Stojanovska et al ( 2015 ), it was indicated that the basic provision of achieving the best learning performance in blended learning environments is to provide a learning environment that is adapted in accordance with the personality traits of the students, and at the end of the related research it was found that personality traits are one of the important predictors of academic success at FC.…”

Section: Introductionmentioning

confidence: 99%

Role of personality traits in collaborative group works at flipped classrooms

Durak

2022

Curr Psychol

View full text Add to dashboard Cite

The Flipped Classroom (FC) approach is an important model for individualizing teaching, improving motivation, interaction, and increasing academic performance in a student-centered learning environment. However, at FC, not all students benefit equally from teaching opportunities. There may be important individual differences that affect their academic performance. The relationship between personality traits and academic performance in the FC model in which collaborative group studies are carried out is important for the design of individualized learning environments. In this context, the aim of this study is to research the relationship between academic success and personality traits within a collaborative flipped classroom model. Additionally, in this study, the differentiation of the relationship between academic success and personality traits according to gender, motivation, engagement, and interaction variables were examined. In this research, relational screening model was utilized. The application was achieved through the participation of 167 students for a 14-week period in Turkey. In the research, self-description form and data collection instruments were utilized. At the end of this research, Extraversion from personality traits is the strongest predictor of academic performance in FC. According to descriptive statistics, it was found that female students scored higher in FC settings for extraversion, and male students had higher scores for openness than other structures. In addition, it was found that the motivation scores of women and engagement scores of men were prominent. It was observed that the openness personality of the students with low motivation and the agreeableness of the students with high motivation is more dominant than the other personality structures. Students with the low level of engagement had the highest openness, and those with high agreeableness scores were the highest. The students with the low level of interaction had the highest openness scores, while those with high levels of interaction had the highest conscientiousness. While personality traits and academic achievements of students differed significantly according to gender, motivation and interaction levels, no significant difference was found according to engagement levels. The results reached in this study will guide the applicators about how the students become more ready to learn based on the personality traits of the classroom in which the FC model was utilized.

show abstract

Classroom Interaction and Learning Anxiety in the IRS-Integrated Flipped Language Classrooms

Cited by 26 publications

References 31 publications

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

Online Learning Anxiety and Self-Efficacy of Chinese EFL Learners Under Pandemic Situation

Role of personality traits in collaborative group works at flipped classrooms

Contact Info

Product

Resources

About