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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.

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Considering the values of English songs as well as the fact that only a few studies applied English songs to help students learn English words but none of them investigated the effect of singing English songs to learn English vocabulary in secondary schools, this study, presents to exploring how singing English songs would influence senior secondary schools students' learning effectiveness and interest in English vocabulary in Guangzhou, a developed city in mainland China. The data were collected from fifty participants in Guangzhou. The qualitative methods consisted of four interviews and there were four experiments with two scenarios utilized respectively. Paired Sample T Test in SPSS was applied to analyze the data from the pre-tests and post-tests. The results demonstrated that singing English songs can be beneficial to senior high school students' learning effectiveness and interest in learning English vocabulary. As for the implications: singing English songs can be one of the scenarios to be introduced in practical English teaching and a well-equipped English teacher with musical abilities or knowledge is needed.