Which students benefit most from a flipped

classroom approach to language learning?

By Hsueh-Hua Chuang, Chih-Yuan Weng and Ching-Huei Chen

Sıla ÇELEBİ
Dicle University
English Language Teaching
MA Programme
 CONTENT

Introduction
& Research
Method
Literature
Review
Questions

Results Discussion Conclusion

 What is Flipped Classroom?

The flipped classroom is a pedagogical model in which direct

instruction is delivered outside of the classroom—mostly
through videos. Class time is then available for deeper
discussion of the topic, peer collaboration and personalized
instructor guidance
(Francl, 2014)
 LITERATURE REVIEW (FLIPPED CLASSROOM)
Dynamic Use of Time and Focus
Flexible Learning Pace and on Higher-Order Thinking Skills
Location
• students have the freedom
• shifting the focus of in-class
to access learning
activities to discussions,
materials at their own pace
projects, and problem-solving
and from any location
(Hwang, Lai, & Wang, 2015)
(Moffett, 2015)

Active Participation and Potential for Procrastination among

Collaborative Tasks Low Self-Regulated Learners
• Despite the availability of pre-
• active participation and recorded materials 24 hours a day,
collaboration during class low self-regulated learners may
time procrastinate reviewing learning
(DeLozier & Rhodes, 2016) materials before the class.
(Filiz & Kurt, 2015)
LITERATURE REVIEW (AFFECTIVE DIFFERENCES)

Personal
Beliefs about Epistemological
Language Beliefs and
Learning Learning Strategies
(Horwitz, 2001; (Horwitz, 2001)
Henry, 2015)

Self-Efficacy Motivation Theory

(Bandura, 1997) (Gardner, 1985)
 RESEARCH QUESTIONS

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R1: Do language beliefs, language motivations
and self-efficacy in reading, respectively,
uniquely contribute to the change between
pre-and post-language acquisition test scores
in the flipped classroom (after adjusting for
demographics and covariates related to
English proficiency)?
R2: Among those constructs (ie, language
beliefs, language motivations and self-efficacy
in reading) that are uniquely and significantly
predictive of change between pre-and post-
language acquisition test scores, which one
contributes to the change through
performances on quizzes in the flipped
classroom?
METHODOLOGY
Participants and
Flipped Classroom
Setup
➢ 85 students (10 females, 75
males) from the "Applied
English for Vocational
Education" course, a required
course rather selective one is
chosen to avoid bias.
➢ Students watched 20-minute
pre-class videos and took
quizzes before engaging in
collaborative in-class tasks.
Data Sources
➢ Language acquisition tests,
language beliefs questionnaire
(Horwitz 1988), motivation
questionnaire (Dornyei and
Taguchi 2010), and reading
self-efficacy scale (Wang et
al. 2014) were used.
➢ Personal information and
English proficiency levels
were collected
Procedure Data Analyses
➢ Data Collection: Initial ➢ Hierarchical
assessments and Regressions: Identified
explanations of the factors predicting
flipped learning approach changes in test scores
were conducted in the over time.
first week.
➢ Implementation: Over 7 ➢ Structural Equation
weeks, students watched Modeling (SEM):
pre-class videos and Examined relationships
participated in in-class between variables
activities. identified in regressions.
➢ Final Assessment: A
post-assessment was
conducted at the end of
the 7-week period.
RESULTS (Hierarchical regression models Baseline Model (M0):
Initial model showed moderate stability in test
scores over time (b = 0.42, p < 0.001).

Adjusted Model (M1):

Gender was the only significant covariate, with
males having lower post-test scores than
females (b = -0.27, p < 0.01) when pre-test
scores were held constant.

Model 2 (M2)
Two types of motivations (instrumentality -
promotion and prevention) and beliefs were
positively related to changes in scores (p <
0.01).

Model 3 (M3)
Averaged quiz scores emerged as a
significant predictor (b = 0.49, p < 0.001).
Beliefs remained significant (p < 0.01), while
the significance of both types of motivations
decreased, suggesting possible mediation by
quiz scores.
 RESULTS (Structural Equation Model (SEM)

Covariates
Covariates are variables
that are not the main focus
of the study but are
controlled for to ensure
that the effects observed
in the main variables
(latent constructs) are not
influenced by other
factors.

Latent Constructs
Latent constructs refer to unobservable
variables that are inferred from a set of
observed variables or indicators. These
indicators are directly measured, while
the latent constructs themselves are not
directly measured but inferred through
statistical analysis.
 RESULTS (Structural Equation Model (SEM)

Beliefs
Beliefs about language learning
had a notable positive and
significant direct effect on
changes in test scores between
pre- and post-tests (b = 0.20, p
< 0.05). Higher beliefs were
associated with a greater
increase in test scores.

Indirect Effect of Instrumentality

(Promotion)
The indirect effect of instrumentality (promotion) on
changes in test scores through averaged quiz scores
was also positive and significant (b = 0.12, p < 0.05).
Higher levels of instrumentality (promotion) contributed
to higher average quiz scores, resulting in a greater
increase between pre- and post-test scores.
 DISCUSSION

Learners motivated by
The indirect effect of Previous studies have
personal goals such as
instrumentality (promotion) also highlighted the
attaining high proficiency
on changes in test scores influence of motivational
in English for better job
through averaged quiz factors on English
prospects or financial
scores was positive and language learners'
success showed greater
significant (b = 0.12, p < performance in flipped
effort in the flipped
0.05). classrooms.
2 classroom. 3
1

(Motivational Factor of Instrumentality (Promotion) and the

Flipped Classroom)
 DISCUSSION
(Beliefs, Motivations, and Quizzes in the Flipped Classroom)
1. Beliefs had a positive 3. Quizzes in the flipped
and significant effect on classroom served as external
changes in scores regulators, ensuring learners
between pre- and post- engaged with course materials
tests before face-to-face sessions..
2. Higher language 4. Learners with higher
beliefs among instrumental motivation
learners tended to closely follow
contributed to the external regulating
increased test scheme of quizzes,
scores over time. resulting in higher quiz
scores and test score
increases.
5. While motivational factors like
instrumentality (promotion)
contributed to higher quiz scores
and subsequent test score
increases, beliefs influenced
learners' active participation and
attention during in-class activities
6. Conversely, learners with
high beliefs might not
prioritize quizzes but engage
more actively during in-class
activities, leading to similar
improvements in test scores.
 CONCLUSION
Contribution to Literature Instructional Design Implications Generalizability and Future
It showed relationships among It suggests Incorporating Research
language motivations, beliefs, self- quizzes as pre-class activities
efficacy for reading, and quiz can effectively engage learners
performance in the flipped with specific motivational traits. Future research should replicate
classroom. findings in diverse settings with a
greater sample to validate quiz-
Self-efficacy for reading does not based strategies in flipped
directly impact quiz performance or classrooms.
post-test scores, while motivational
factors such as instrumentality
(promotion) contribute to higher quiz
scores and subsequent test score
increases, and beliefs influence
learners' test score positively.
REFERENCES

Chuang, H.-H.; Weng, C.-Y.; Chen, C.-H. Which students benefit most from a flipped classroom
approach to language learning? Flipped classroom does not fit all students. Br. J. Educ. Technol. 2018,
49, 56–68.

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Thanks!
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