Cargando…

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exp...

Descripción completa

Detalles Bibliográficos
Autores principales:	Luo, Shuqiong, Gan, Zhengdong
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9226904/ https://www.ncbi.nlm.nih.gov/pubmed/35756199 http://dx.doi.org/10.3389/fpsyg.2022.846781

Ejemplares similares

Flipped learning for English instruction /
por: Bergmann, Jonathan
Publicado: (2015)

Flipped learning for English instruction
por: Bergmann, Jonathan, et al.
Publicado: (2016)

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
por: An, Zhujun, et al.
Publicado: (2021)

Flipped learning for math instruction
por: Bergmann, Jonathan, et al.
Publicado: (2015)

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning
por: Wei, Ling
Publicado: (2023)

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan
por: Chen, Hong-Ren, et al.
Publicado: (2022)

Flipped classroom: Challenges and benefits of using social media in English language teaching and learning
por: Han, Shujun
Publicado: (2022)

Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study
por: Wang, Ying
Publicado: (2023)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
por: Pan, Hui, et al.
Publicado: (2022)

Setting the Stage for Self-Regulated Learning Instruction and Metacognition Instruction in Musical Practice
por: Jabusch, Hans-Christian
Publicado: (2016)

A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning
por: Chou, Chi-Pu, et al.
Publicado: (2021)

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context
por: Wang, Changmi
Publicado: (2021)

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes
por: Sengul, Fatma, et al.
Publicado: (2022)

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students
por: Jiang, Michael Yi-Chao, et al.
Publicado: (2022)

Chinese university students’ conceptions of feedback and the relationships with self-regulated learning, self-efficacy, and English language achievement
por: Lu, Shasha, et al.
Publicado: (2022)

English learning burnout: Scale validation in the Chinese context
por: Liu, Honggang, et al.
Publicado: (2022)

Mobile-assisted focus on forms in English for academic purposes instruction: Investigating the impacts on learning academic words
por: Xodabande, Ismail, et al.
Publicado: (2023)

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps
por: Yan, Zi, et al.
Publicado: (2022)

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence
por: Wu, Ronglan
Publicado: (2023)

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?
por: Li, Hong, et al.
Publicado: (2022)

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies
por: An, Zhujun, et al.
Publicado: (2020)

The Flipped Learning and Blendspace to Improve Pupils’ Speaking Skills
por: Santhanasamy, Cassandra, et al.
Publicado: (2022)

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies
por: Michalsky, Tova
Publicado: (2021)

Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19
por: Chen, Ruihua, et al.
Publicado: (2022)

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education
por: Nguyen, Loc Tan, et al.
Publicado: (2021)

The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning
por: Gan, Zhengdong, et al.
Publicado: (2023)

Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning
por: Rogowsky, Beth A., et al.
Publicado: (2020)

Enhanced Instructed Fear Learning in Delusion-Proneness
por: Louzolo, Anaïs, et al.
Publicado: (2022)

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy
por: Izadpanah, Siros
Publicado: (2022)

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation
por: Cao, Xiaojun
Publicado: (2022)

Students’ English-medium instruction motivation in three English-medium instruction courses in China
por: Zhang, Mengjia, et al.
Publicado: (2023)

The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media
por: Fan, Xiangping
Publicado: (2022)

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions
por: Dong, Li, et al.
Publicado: (2022)

Vocabulary Mobile Learning Application in Blended English Language Learning
por: Polakova, Petra, et al.
Publicado: (2022)

Designing flipped classroom using Kemp's instructional model to enhance deep learning and self-directed collaborative learning of basic science concepts
por: Padugupati, Suhasini, et al.
Publicado: (2021)

Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism
por: Wang, Xiao, et al.
Publicado: (2021)

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements
por: Deng, Xiaojia, et al.
Publicado: (2022)

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students
por: Gan, Zhengdong
Publicado: (2020)

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms
por: Heitzmann, Nicole, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_jatqfqjn8vckjsghph3podcsf9