Flipped classroom and psycholinguistic factors : an evaluation
Psycholinguistic factors, i.e., motivation, foreign language anxiety, and self-confidence, affect adult EFL learners’ learning process in a major way, positively or negatively. Research studies show that in a conventional classroom setup psycholinguistic factors affect the learning process of a la...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2022
|
| Online Access: | http://journalarticle.ukm.my/18563/ http://journalarticle.ukm.my/18563/1/47851-180190-1-PB.pdf |
| _version_ | 1848814606532739072 |
|---|---|
| author | M Alfaifi, Abdullah Ahmad Saleem, Mohammad |
| author_facet | M Alfaifi, Abdullah Ahmad Saleem, Mohammad |
| author_sort | M Alfaifi, Abdullah Ahmad |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Psycholinguistic factors, i.e., motivation, foreign language anxiety, and self-confidence, affect adult EFL learners’
learning process in a major way, positively or negatively. Research studies show that in a conventional classroom
setup psycholinguistic factors affect the learning process of a large number of adult EFL learners negatively because
their motivation and self-confidence are low while their foreign language anxiety is high. In the present research
study, a survey was conducted with pre-university students in Saudi Arabia who were taught English as a foreign
language using Flipped Classroom Model (FCM) as a pedagogy approach. The objective of this investigation was to
measure the degree of impact of psycholinguistic factors on the language learning process of students learning English
through an unconventional pedagogic approach, that is, Flipped Classroom Model. The results indicate that the
teaching approach, even if being highly learner-centred, hardly makes any significant difference to learners’ anxiety,
motivation, or self-confidence as regards learning English as a foreign language. However, in comparison to the
conventional classroom environment, a slightly less number of learners reported the influence of affective factors on
their English learning process under the FCM approach. |
| first_indexed | 2025-11-15T00:36:45Z |
| format | Article |
| id | oai:generic.eprints.org:18563 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:36:45Z |
| publishDate | 2022 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:185632022-05-11T00:46:21Z http://journalarticle.ukm.my/18563/ Flipped classroom and psycholinguistic factors : an evaluation M Alfaifi, Abdullah Ahmad Saleem, Mohammad Psycholinguistic factors, i.e., motivation, foreign language anxiety, and self-confidence, affect adult EFL learners’ learning process in a major way, positively or negatively. Research studies show that in a conventional classroom setup psycholinguistic factors affect the learning process of a large number of adult EFL learners negatively because their motivation and self-confidence are low while their foreign language anxiety is high. In the present research study, a survey was conducted with pre-university students in Saudi Arabia who were taught English as a foreign language using Flipped Classroom Model (FCM) as a pedagogy approach. The objective of this investigation was to measure the degree of impact of psycholinguistic factors on the language learning process of students learning English through an unconventional pedagogic approach, that is, Flipped Classroom Model. The results indicate that the teaching approach, even if being highly learner-centred, hardly makes any significant difference to learners’ anxiety, motivation, or self-confidence as regards learning English as a foreign language. However, in comparison to the conventional classroom environment, a slightly less number of learners reported the influence of affective factors on their English learning process under the FCM approach. Penerbit Universiti Kebangsaan Malaysia 2022-03 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/18563/1/47851-180190-1-PB.pdf M Alfaifi, Abdullah Ahmad and Saleem, Mohammad (2022) Flipped classroom and psycholinguistic factors : an evaluation. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 28 (1). pp. 139-151. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1471 |
| spellingShingle | M Alfaifi, Abdullah Ahmad Saleem, Mohammad Flipped classroom and psycholinguistic factors : an evaluation |
| title | Flipped classroom and psycholinguistic factors : an evaluation |
| title_full | Flipped classroom and psycholinguistic factors : an evaluation |
| title_fullStr | Flipped classroom and psycholinguistic factors : an evaluation |
| title_full_unstemmed | Flipped classroom and psycholinguistic factors : an evaluation |
| title_short | Flipped classroom and psycholinguistic factors : an evaluation |
| title_sort | flipped classroom and psycholinguistic factors : an evaluation |
| url | http://journalarticle.ukm.my/18563/ http://journalarticle.ukm.my/18563/ http://journalarticle.ukm.my/18563/1/47851-180190-1-PB.pdf |