Journal
COMPUTERS IN HUMAN BEHAVIOR
Volume 59, Issue -, Pages 295-303Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2016.01.031
Keywords
Flipped learning readiness; Technology integration; Foreign language classrooms; Individual differences; Middle school
Funding
- Reseasrch Grant from Ministry of Science and Technology, Taiwan [103-2410-H-003-079-]
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This study surveyed 387 middle school 7th graders' flipped learning readiness in their English-as-a foreign-language (EFL) classrooms and explored the effects of personal characteristics on their readiness levels. These personal characteristics included gender, the availability of outside-school support and resources, foreign language beliefs, perceptions of their English teachers, and how they use the Internet. Through factor analysis, flipped learning readiness consists of five dimensions: learner control and self directed learning, technology self-efficacy, motivation for learning, in-class communication self-efficacy, and doing previews. It was found that personal characteristics and individual circumstances, including language beliefs, student perceptions of teacher characteristics, the availability of outside-school support and resources, learning performance, study time and net-surfing time, can make a difference to the levels of the readiness dimensions. These findings may shed light on the middle schoolers' flipped learning readiness in EFL classrooms and provide insights for teachers wanting to incorporate individualized instruction in the flipped classroom. (C) 2016 Elsevier Ltd. All rights reserved.
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