Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances |
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| Affiliation: | 1. School of Education, 3200 Education Bldg, University of California, Irvine, CA 92697, USA;2. Department of Chemistry, 580C Rowland Hall, University of California, Irvine, CA 92697, USA;1. Department of Information Management, Chienkuo Technology University, No. 1, Chiehshou North Road, Changhua City 500, Taiwan, ROC;2. Department of Industrial Education and Technology, National Changhua University of Education, No. 2, Shi-Da Rd., Changhua City 500, Taiwan, ROC;3. Department of Hospital and Health Care Administration, Chia Nan University of Pharmacy & Science, No. 60, Sec. 1, Erren Rd., Rende Dist., Tainan City 71710, Taiwan, ROC;1. Department of Nutrition, College of Health Sciences, West Chester University of Pennsylvania, West Chester, PA;2. Department of Sports Medicine, College of Health Sciences, West Chester University of Pennsylvania, West Chester, PA;1. Graduate Institute of Network Learning Technology, National Central University, Taiwan;2. Department of Applied Informatics and Multimedia, Chia Nan University of Pharmacy and Science, Taiwan;3. Department of Foreign Languages and Literature, Asia University, Taiwan |
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| Abstract: | 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. |
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| Keywords: | Flipped learning readiness Technology integration Foreign language classrooms Individual differences Middle school |
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