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Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research
Flipped classrooms have attracted widespread attention and interest from English for foreign language (EFL) practitioners and researchers and are regarded as a promising pedagogical approach to increase learning outcomes and facilitate learner engagement. This article takes stock of the publications...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9331895/ https://www.ncbi.nlm.nih.gov/pubmed/35911010 http://dx.doi.org/10.3389/fpsyg.2022.810701 |
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author | Li, Zhiyong Li, Jiaying |
author_facet | Li, Zhiyong Li, Jiaying |
author_sort | Li, Zhiyong |
collection | PubMed |
description | Flipped classrooms have attracted widespread attention and interest from English for foreign language (EFL) practitioners and researchers and are regarded as a promising pedagogical approach to increase learning outcomes and facilitate learner engagement. This article takes stock of the publications on learner engagement in flipped EFL classrooms. In so doing, we aim to clarify the engagement construct specific to the EFL classroom setting, summarize the effect that flipped classrooms have on EFL learners’ engagement, and identify factors affecting engagement. We find that there has been a range of debates and tensions regarding flipped classrooms and learner engagement in EFL settings, and that more theory-grounded empirical studies are needed to delineate learner engagement in localized flipped learning and teaching contexts. We would argue that in future research, multiple variables, including learner dynamics and social-psychological factors, should be considered while flipping the EFL course so that practitioners can provide tailor-made support to improve learners’ engagement levels. |
format | Online Article Text |
id | pubmed-9331895 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-93318952022-07-29 Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research Li, Zhiyong Li, Jiaying Front Psychol Psychology Flipped classrooms have attracted widespread attention and interest from English for foreign language (EFL) practitioners and researchers and are regarded as a promising pedagogical approach to increase learning outcomes and facilitate learner engagement. This article takes stock of the publications on learner engagement in flipped EFL classrooms. In so doing, we aim to clarify the engagement construct specific to the EFL classroom setting, summarize the effect that flipped classrooms have on EFL learners’ engagement, and identify factors affecting engagement. We find that there has been a range of debates and tensions regarding flipped classrooms and learner engagement in EFL settings, and that more theory-grounded empirical studies are needed to delineate learner engagement in localized flipped learning and teaching contexts. We would argue that in future research, multiple variables, including learner dynamics and social-psychological factors, should be considered while flipping the EFL course so that practitioners can provide tailor-made support to improve learners’ engagement levels. Frontiers Media S.A. 2022-07-14 /pmc/articles/PMC9331895/ /pubmed/35911010 http://dx.doi.org/10.3389/fpsyg.2022.810701 Text en Copyright © 2022 Li and Li. 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 Li, Zhiyong Li, Jiaying Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title | Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title_full | Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title_fullStr | Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title_full_unstemmed | Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title_short | Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research |
title_sort | learner engagement in the flipped foreign language classroom: definitions, debates, and directions of future research |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9331895/ https://www.ncbi.nlm.nih.gov/pubmed/35911010 http://dx.doi.org/10.3389/fpsyg.2022.810701 |
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