The Effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level

Bi, Jingxuan; Bigdeli, Hossein; Izadpanah, Siros

doi:10.1007/s10639-023-11655-2

Cited by 9 publications

(5 citation statements)

References 58 publications

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“…Other studies on online learning and SE showed that SE is crucial to student success. These studies show that high SE increases academic achievement, student engagement, and self-confidence (Bi et al, 2023). A study found that students with high SE employed a wider variety of learning strategies to enhance their speaking skills.…”

Section: Discussionmentioning

confidence: 97%

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy

Wang,

Yasmin,

Akbar

2023

Front. Psychol.

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The internet is a valuable resource in a technologically evolved society. The extant literature suggests that their scientific and educational usages are still limited. The current study asserts that the internet can provide new learning environments and opportunities for Chinese university students, hence increasing their motivation to learn. Particularly, the current study considers this to be the case for learning a foreign language (English), which leads to more efficient and effective language learning experiences, as well as more positive attitudes toward the efficiency of the internet for educational purposes. Purposive and convenience sampling techniques were employed to gather data from 15 public and private Chinese universities (406 students), those who are currently enrolled in English language courses. The analysis was performed using partial least squares-structural equation modeling (PLS-SEM) on smart PLS 4 software. Results revealed that student’s attitude toward the use of internet positively and significantly influence English language learning. Moreover, the mediating variable academic self-efficacy positively and significantly mediates the relationship between students’ attitude toward use of internet and English language learning. The current study recommends that students’ academic self-efficacy in learning a new language can be enhanced by giving them opportunities to learn internet skills. Further, students’ confidence in their academic abilities can be boosted using student-centered teaching strategies.

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Section: Discussionmentioning

confidence: 97%

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy

Wang,

Yasmin,

Akbar

2023

Front. Psychol.

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“…Previous studies have reported that physical training, meditation, and somatic movement can reduce stress hormones [ 42 ] and alleviate disease-related stress, depression, and anxiety [ 43 ]. However, most of these studies have conducted face-to-face interventions and questioned the effectiveness of non-face-to-face training [ 22 ]. This study is significant because it confirms that stress can be meaningfully improved through an o-MSP program and suggests an effective stress management mechanism.…”

Section: Discussionmentioning

confidence: 99%

“…A study compared the effects of an online movement-based psychoeducation program and a face-to-face movement-based psychoeducation program and reported that the latter had more positive effects on participants’ psychological health [ 21 ]. Conversely, another study suggested that online interventions were more effective in increasing participants’ happiness, interest, and engagement than face-to-face interventions [ 22 ]. Interestingly, it was also reported that there were no significant difference in the effects of the two psychoeducation modality methods on participants’ learning outcomes [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of Online Mindful Somatic Psychoeducation Program on Mental Health During the COVID-19

Yook,

Lee,

Park

et al. 2024

Psychiatry Investig

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Objective This study aims to determine the effects of online mindful somatic psychoeducation program (o-MSP) on mental health in female university students during the coronavirus disease-2019 (COVID-19).Methods Thirty-eight female university students were randomly assigned to an intervention group (IG, n=19) or a control group (CG, n=19). IG received o-MSP for 2-hours per session, twice weekly for 4-weeks; CG maintained their usual daily routine for 4-weeks. Measurements were performed pre- and post-intervention to assess stress, anxiety, and social connectedness using Perceived Stress Scale, State-Trait Anxiety Inventory, and Social Connectedness Scale. A qualitative analysis of changes in soma and social connectedness, subjectification of the soma, and mind–body integration was conducted through online interviews.Results Regarding stress and social connectedness, there were no significant difference between the groups (p>0.05). However, significant differences were observed in the main effect of time of measurement and time×group interaction, with IG showing significant improvement post-intervention, unlike CG (p<0.05). Regarding anxiety, there were significant differences in the main effect of time of measurement, time×group interaction, and group factor (p<0.05). Post-intervention, CG did not show a significant change, while IG showed a significant decrease (p<0.05). Qualitative analysis revealed that participants experienced “changes in soma and social connectedness,” “subjectification of soma–body,” and “embodiment of mind–body integration,” and reported improved mental health.Conclusion The o-MSP effectively reduced stress and anxiety in female university students and improved social connectedness. This suggests that o-MSP can be used to manage the mental health of university students in various settings.

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“…Critical thinking skills in active learning strategies help students to explore various points of view by analyzing facts, being selective in deciding what is right and wrong, what needs to be followed and abandoned more carefully (Eichler & Peeples, 2016;Styers et al, 2018). The implementation of the FC in biology learning, if viewed from critical thinking skills, also provides other benefits, students not only understand knowledge but also transform knowledge such as achieving reflective thinking skills (Bi et al, 2023;Suryanti & Nurhuda, 2021).…”

Section: Nomentioning

confidence: 99%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

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The Effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level

Cited by 9 publications

References 58 publications

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy

Effects of Online Mindful Somatic Psychoeducation Program on Mental Health During the COVID-19

Flipped classroom strategies in biology learning: A systematic literature review

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