Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Faculty of Humanities | en_US |
| dc.contributor.advisor | Hu, Guangwei (ENGL) | en_US |
| dc.creator | Xie, Chen | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/12705 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | A study of Chinese EFL learners’ motivation, learning strategies and engagement in a flipped classroom | en_US |
| dcterms.abstract | Informed by Self-determination theory (Ryan & Deci, 2017) and Reeve’s (2012) four-dimensional engagement framework, the present study proposes an integrated theoretical framework to examine the effects of flipped classroom on EFL learners’ motivation, learning strategies and engagement. Specifically, the study aims to address the following four overarching research questions: (1) Does flipped teaching have an impact on students’ motivation? (2) Do flipped teaching and regulatory orientations have an impact on students’ self-regulated learning strategies? (3) Do flipped teaching and regulatory orientations have an impact on students’ engagement with learning? (4) What are the relationships among basic needs satisfaction, autonomous motivation, engagement, and learning outcomes in the flipped classroom vis-à-vis the conventional teaching approach? | en_US |
| dcterms.abstract | The study adopts a multi-stage exploratory mixed-method research design in three phases. The first phase (i.e., a pilot study) employed an explanatory sequential design, in which the collection of quantitative data was followed by the collection of qualitative data to identify the strengths and limitations of an existing flipped teaching approach. During the second phase, based on extant empirical and theoretical work, gamified quizzes and self-regulated learning worksheets were proposed as interventions to motivate and engage students for the main study within a similar research context. During the third phase (i.e., the main study), a convergent mixed-methods design with a collection of both quantitative data (pre- and post-intervention questionnaires and language proficiency tests) and qualitative data (pre- and post-intervention interviews, reflective journals, stimulated recalls, use statistics for online learning resources, classroom observations, and meta-cognitive awareness probes) were collected from the students in the flipped and conventional classrooms and analyzed to answer the four main research questions. All the research instruments (except for the language proficiency tests) were piloted and validated before the main study. The findings showed that the proposed flipped classroom intervention had a positive impact on EFL students’ motivation, use of self-regulated learning strategies, engagement and learning outcomes. The partial least square multi-group structural equation modeling revealed that students’ higher basic need satisfaction predicted higher-quality motivation. Moreover, students’ higher basic need satisfaction not only had a direct effect on engagement but also had an indirect positive effect on engagement by strengthening their intrinsic motivation. Likewise, autonomous motivation, resulting from the satisfaction of autonomy need, also predicted engagement. Overall, students’ heightened engagement positively predicted and contributed to their better learning outcomes. Notably, the above relationships were found in both flipped and non-flipped groups. Specific instructional design features, individual differences (i.e., motivational orientations), and contextual factors were found to contribute to student engagement in the flipped classroom. | en_US |
| dcterms.abstract | A main contribution of the study is the new integrated theoretical framework proposed for examining the various relationships among students’ motivation, engagement and learning outcomes in a flipped classroom intervention informed by self-determination theory and Reeve’s four-dimensional engagement framework. The new integrated framework yields a more comprehensive understanding of students’ motivation and engagement in a Chinese gamified EFL flipped classroom. The study also expands the scope of flipped classroom research in the Chinese EFL flipped classroom by focusing on learners’ learning process, and leverages the methodological affordances of mixed-methods research on students’ motivation and engagement. Finally, the findings of the present study also provide practical significance for educational stakeholders to implement effective flipped teaching to motivate and engage Chinese EFL learners. | en_US |
| dcterms.extent | xi, 324 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2023 | en_US |
| dcterms.educationalLevel | DALS | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.LCSH | English language -- Study and teaching (Higher) -- Chinese speakers | en_US |
| dcterms.LCSH | Flipped classrooms | en_US |
| dcterms.LCSH | Motivation in education | en_US |
| dcterms.LCSH | Learning, Psychology of | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 7139.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 4.11 MB | Adobe PDF | View/Open |
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