Psychological Factors Affecting Language-Learning Process in Saudi Arabia: The Effect of Technology-Based Education on High School Students’ Motivation, Anxiety, and Attitude through Flipped Learning

Abstract

In recent years, technology-based tools have been used frequently in learning English as a foreign or second language. In addition, many studies have been conducted to examine the effects of technology-based tools on developing different types of language skills and subskills. Along the same line, this research examined the impacts of flipped learning as a kind of technology-based instruction on Saudi Arabia students’ motivation, anxiety, and attitude. To reach this objective, 58 students at the intermediate level from one high school in Riyadh city, Saudi Arabia, were selected and assigned to two equal classes (flipped class and traditional class). After that, both classes were pretested with a motivation questionnaire and an anxiety questionnaire. Next, the flipped class received the treatment by applying the flipped instruction and the students of the other class received traditional instruction. After teaching six texts from Active Reading 1, the abovementioned motivation and anxiety questionnaires were readministered to both classes. Additionally, a questionnaire was given to the flipped class to find out how they felt about using flipped instruction for English language development. The results of independent samples and paired samples t-tests revealed that the flipped class outdid the traditional class both on the motivation and anxiety posttests. The outcomes discovered that using flipped instruction increased the students’ motivation and reduced their learning anxiety. Also, the results of the one-sample t-test depicted that the students of the flipped class presented a positive attitude toward the flipped instruction. This research may encourage English as a foreign language instructors to integrate technology into their teaching to improve learning results.

Incorporating Flipped Model in Learning English Grammar: Exploring EFL Students’ Intrinsic Motivation and Attainment

“…FC has the advantage of the availability of online material that enables the students to watch videos at any time and place and repeat them in accordance with their own needs. Such a finding agrees with Ibrahim et al (2022), Mandasari and Wahyudin (2021), Vaezi et al (2019), as well as Pudin (2017). Sucaromana (2013) emphasizes that technology provides a more interesting learning environment.…”

“…Alotaibi (2016) and Mai and Liu (2021) affirmed that the FC provides a student-centered and exploratory learning environment that satisfies students' sense of autonomy, competence, and relatedness, which are the three essential psychological needs according to SDT. Ibrahim et al (2022) commented that implementing FL instruction can boost their motivation as it provides an opportunity for learners to feel connected to their teacher and peers through teacher feedback and classroom interaction with peers. Such collaborative participation helps students in their homework successfully.…”

“…In the same way, Maherzi (2011) stated that FC promotes personal initiative in the way they decide on their time and effort. Ibrahim et al (2022), justifies that "in this way, students are accountable for their own learning; they study pertinent materials based on their learning rapidity, their anxiety is diminished, and they become enthusiastic to continue learning the language" (p. 10). Afzali and Izadpanah (2021) assert that self-regulated learners, who can set goals, be honest, and enjoy learning, also showed higher motivation levels.…”

“…Such finding aligned with Maherzi (2011), who stated that the communicative aspect of FC increases the students' pleasure to study language as EFL learners. Ibrahim et al (2022) highlighted the importance of the types of activities included in FC. Moreover, Pae (2008) emphasizes giving choices and using interactive activities that agrees with the students' needs to promote IM.…”