Which students benefit most from a flipped classroom approach to language learning?
| Autor: | Chih-Yuan Weng, Hsueh Hua Chuang, Ching-Huei Chen |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Self-efficacy media_common.quotation_subject Teaching method education 05 social sciences 050301 education 06 humanities and the arts Language acquisition Flipped classroom Structural equation modeling Education Test (assessment) Blended learning Promotion (rank) 0602 languages and literature Mathematics education Psychology 0503 education Social psychology media_common |
| Zdroj: | British Journal of Educational Technology. 49:56-68 |
| ISSN: | 0007-1013 |
| Popis: | Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self-efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7-week flipped classroom conducted from mid-September 2014 to mid-November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre-test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (β = 0.12, p |
| Databáze: | OpenAIRE |
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