Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China
This study examines the impact of flipped learning on motivation to communicate among EFL college students enrolled in an English debate course in China, framed by Achievement Goal Theory and Constructivist Learning Theory. A sample of 64 second-year English majors from a university in Sichuan was d...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Human Resources Management Academic Research Society (HRMARS)
2024
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/117769/ http://psasir.upm.edu.my/id/eprint/117769/1/117769.pdf |
| _version_ | 1848867336413511680 |
|---|---|
| author | Lixia, Cao Ismail, Lilliati Noordin, Nooreen |
| author_facet | Lixia, Cao Ismail, Lilliati Noordin, Nooreen |
| author_sort | Lixia, Cao |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study examines the impact of flipped learning on motivation to communicate among EFL college students enrolled in an English debate course in China, framed by Achievement Goal Theory and Constructivist Learning Theory. A sample of 64 second-year English majors from a university in Sichuan was divided into experimental and control groups. Over 16 weeks, the experimental group experienced flipped learning, while the control group engaged in conventional blended learning. Data were gathered through pre- and post-treatment motivation questionnaires and a focus group interview. An Explanatory Sequential Mixed Methods Design was employed, combining quantitative and qualitative analyses. Results revealed that the experimental group showed significant improvements in General Motivation (p = .005), Performance Goals (p = .004), and Social Goals (p = .026), although no significant change was observed in Mastery Goals (p = .116). Notably, while Social Goals slightly improved in the experimental group, they declined in the control group. Qualitative analysis uncovered three main themes: Student Engagement, Collaboration and Interaction, and BP Debate Exercise. These findings suggest that flipped learning enhances motivation more effectively than conventional blended learning, providing valuable insights for future EFL education research in China. |
| first_indexed | 2025-11-15T14:34:53Z |
| format | Article |
| id | upm-117769 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:34:53Z |
| publishDate | 2024 |
| publisher | Human Resources Management Academic Research Society (HRMARS) |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1177692025-06-11T08:01:14Z http://psasir.upm.edu.my/id/eprint/117769/ Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China Lixia, Cao Ismail, Lilliati Noordin, Nooreen This study examines the impact of flipped learning on motivation to communicate among EFL college students enrolled in an English debate course in China, framed by Achievement Goal Theory and Constructivist Learning Theory. A sample of 64 second-year English majors from a university in Sichuan was divided into experimental and control groups. Over 16 weeks, the experimental group experienced flipped learning, while the control group engaged in conventional blended learning. Data were gathered through pre- and post-treatment motivation questionnaires and a focus group interview. An Explanatory Sequential Mixed Methods Design was employed, combining quantitative and qualitative analyses. Results revealed that the experimental group showed significant improvements in General Motivation (p = .005), Performance Goals (p = .004), and Social Goals (p = .026), although no significant change was observed in Mastery Goals (p = .116). Notably, while Social Goals slightly improved in the experimental group, they declined in the control group. Qualitative analysis uncovered three main themes: Student Engagement, Collaboration and Interaction, and BP Debate Exercise. These findings suggest that flipped learning enhances motivation more effectively than conventional blended learning, providing valuable insights for future EFL education research in China. Human Resources Management Academic Research Society (HRMARS) 2024 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/117769/1/117769.pdf Lixia, Cao and Ismail, Lilliati and Noordin, Nooreen (2024) Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China. International Journal of Academic Research in Business and Social Sciences, 14 (11). pp. 2185-2209. ISSN 2222-6990 https://hrmars.com/index.php/IJARBSS/article/view/23510/Factors-Influencing-EFL-Students-Motivation-to-Communicate-in-Flipped-Learning-A-Mixed-Methods-Case-Study-of-an-English-Debate-Course-in-China 10.6007/ijarbss/v14-i11/23510 |
| spellingShingle | Lixia, Cao Ismail, Lilliati Noordin, Nooreen Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title | Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title_full | Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title_fullStr | Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title_full_unstemmed | Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title_short | Factors influencing EFL students’ motivation to communicate in flipped learning: a mixed methods case study of an English debate course in China |
| title_sort | factors influencing efl students’ motivation to communicate in flipped learning: a mixed methods case study of an english debate course in china |
| url | http://psasir.upm.edu.my/id/eprint/117769/ http://psasir.upm.edu.my/id/eprint/117769/ http://psasir.upm.edu.my/id/eprint/117769/ http://psasir.upm.edu.my/id/eprint/117769/1/117769.pdf |