A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning

Abstract

From the popularity of flipped teaching in United States primary and high schools, it is thought that students have more learning control to adjust to the learning progress and are assisted in problem solving and learning guidance during class period. It is believed that flipped teaching could prompt underachieving learners’ active learning and thereby enhance learning effectiveness. A total of 386 high school students in Chungli, Taiwan, were part of an experimental study and the research results are summarized below: (1) Students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude, which in turn, enhanced learning effectiveness. (2) To eliminate poor language performance of underachieving students, it is necessary to lay solid foundations to gradually enhance language learning effectiveness regarding this particular group of students. Films suitable for students’ individual ability could be combined with new language learned in the unit to genuinely assist underachieving learners’ language learning effectiveness. (3) For students who care about their performance, a “system of play” style grouping should be determined in order to enable the tracking of group performance and term performance. According to the results, further developments regarding active learning ability, boosts in learning interests, enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to active learner have been proposed.

Implementation of the Flipped Classroom Model in a Higher Education Institution (HEI): Sultanate of Oman

“…This could indicate that a flipped classroom could result in better class performance. This finding corroborates with the works of Chou et al (2021) and Mystica (2018) who found out that a flipped classrooms students demonstrated better comprehension levels with the teaching content due to the change in learning style and attitude and that flipped classrooms enhanced job satisfaction on the part of the teacher and students improved learning performance.…”

“…Some studies showed that students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude. This evidence suggested further developments regarding active learning ability and enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to the active learner has been proposed (Chou et al, 2021).…”

“…The research made use of a researcher-designed questionnaire which is adopted from the works of Chou et al, (2021), Mystica (2011), Bergmann et al, (2012, and Herreid et al, (2014). Their individual works provided the elements that were examined to be factors that contribute to effective flipped classroom learning.…”

Gamified flipped learning in a French foreign language class: Efficiency and student perception

“…Academic performance also increased and learning autonomy developed. In another study with 386 high school students, Chou et al (2021) concluded that learning effectiveness is enhanced by using FL in language classes. Many students in that study also considered that the teaching content was easier to assimilate.…”

Learning behavior, digital platforms for learning and its impact on university student’s motivations and knowledge development

“…Flipped teaching may encourage underachieving students to study acting and improve their learning efficacy and psychological needs through self-determination theory. ( Chou et al, 2021 ; Chiu, 2022 ) studies examined student engagement in online learning and its effectson students learning outcomes. The study aims to determine if there is a strong correlation between e-learning and student motivation in higher education and the increasing use of e-learning ( Harandi, 2015 ).…”