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Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude

This study inspected the effect of Massive Open Online Course (MOOC) and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Ira...

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Autores principales: Pan, Hui, Xia, Fang, Kumar, Tribhuwan, Li, Xiang, Shamsy, Atefeh
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8859484/
https://www.ncbi.nlm.nih.gov/pubmed/35197908
http://dx.doi.org/10.3389/fpsyg.2022.833616
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author Pan, Hui
Xia, Fang
Kumar, Tribhuwan
Li, Xiang
Shamsy, Atefeh
author_facet Pan, Hui
Xia, Fang
Kumar, Tribhuwan
Li, Xiang
Shamsy, Atefeh
author_sort Pan, Hui
collection PubMed
description This study inspected the effect of Massive Open Online Course (MOOC) and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups—MOOC (n = 40) and flipped (n = 40)—and one control group (n = 40). After that, all selected participants were administered a speaking anxiety questionnaire and a motivation questionnaire as the pre-test of the research. Then, one of the experimental groups received an online-based instruction via Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment via flipped-based instruction. The audio files and the texts of the conversations were sent to this group via the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Post-hoc Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments.
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spelling pubmed-88594842022-02-22 Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude Pan, Hui Xia, Fang Kumar, Tribhuwan Li, Xiang Shamsy, Atefeh Front Psychol Psychology This study inspected the effect of Massive Open Online Course (MOOC) and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups—MOOC (n = 40) and flipped (n = 40)—and one control group (n = 40). After that, all selected participants were administered a speaking anxiety questionnaire and a motivation questionnaire as the pre-test of the research. Then, one of the experimental groups received an online-based instruction via Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment via flipped-based instruction. The audio files and the texts of the conversations were sent to this group via the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Post-hoc Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments. Frontiers Media S.A. 2022-02-07 /pmc/articles/PMC8859484/ /pubmed/35197908 http://dx.doi.org/10.3389/fpsyg.2022.833616 Text en Copyright © 2022 Pan, Xia, Kumar, Li and Shamsy. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Pan, Hui
Xia, Fang
Kumar, Tribhuwan
Li, Xiang
Shamsy, Atefeh
Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title_full Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title_fullStr Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title_full_unstemmed Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title_short Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
title_sort massive open online course versus flipped instruction: impacts on foreign language speaking anxiety, foreign language learning motivation, and learning attitude
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8859484/
https://www.ncbi.nlm.nih.gov/pubmed/35197908
http://dx.doi.org/10.3389/fpsyg.2022.833616
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