Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation.
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| Title: | Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation. |
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| Authors: | Yu, Jing1 tina871014@126.com, Petsangsri, Sirirat1 sirirat.pe@kmitl.ac.th, Sitthiworachart, Jirarat1 jirarat.si@kmitl.ac.th |
| Source: | International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p299-316. 18p. |
| Subject Terms: | *Flipped classrooms, *Motivation (Psychology), *Language ability, *Student engagement, *Pre-tests & post-tests, *Computer assisted instruction, Chinese as a second language |
| Abstract: | This quasi-experimental study, grounded in the need to explore effective pedagogical models in Teaching Chinese as a Foreign Language (TCFL), examined the impact of integrating the ARCS motivation model with a flipped classroom approach on international students' Chinese listening proficiency and motivation. 49 undergraduates from a medical program were assigned to either an experimental group (ARCS-flipped model, n = 24) or a control group (traditional instruction, n = 25). Both groups completed HSK Level 3 listening pre- and post-tests and a post-intervention ARCS motivation questionnaire. MANOVA results showed that the experimental group significantly outperformed the control group in listening scores, confirming the effectiveness of the integrated model. Regarding motivation, the experimental group showed slightly higher means in confidence and attention; however, compared to expectations, ARCS overall motivation was not significantly different, possibly due to high initial motivation and ceiling effects. Correlation analyses revealed positive links between motivation and listening performance in both groups, varying by dimension and instructional context. The findings support the value of combining ARCS motivational design with flipped learning in Teaching Chinese as a Foreign Language (TCFL) and emphasize the need for adaptive, learner-centered strategies to sustain motivation. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192718081 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yu%2C+Jing%22">Yu, Jing</searchLink><relatesTo>1</relatesTo><i> tina871014@126.com</i><br /><searchLink fieldCode="AR" term="%22Petsangsri%2C+Sirirat%22">Petsangsri, Sirirat</searchLink><relatesTo>1</relatesTo><i> sirirat.pe@kmitl.ac.th</i><br /><searchLink fieldCode="AR" term="%22Sitthiworachart%2C+Jirarat%22">Sitthiworachart, Jirarat</searchLink><relatesTo>1</relatesTo><i> jirarat.si@kmitl.ac.th</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p299-316. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+as+a+second+language%22">Chinese as a second language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This quasi-experimental study, grounded in the need to explore effective pedagogical models in Teaching Chinese as a Foreign Language (TCFL), examined the impact of integrating the ARCS motivation model with a flipped classroom approach on international students' Chinese listening proficiency and motivation. 49 undergraduates from a medical program were assigned to either an experimental group (ARCS-flipped model, n = 24) or a control group (traditional instruction, n = 25). Both groups completed HSK Level 3 listening pre- and post-tests and a post-intervention ARCS motivation questionnaire. MANOVA results showed that the experimental group significantly outperformed the control group in listening scores, confirming the effectiveness of the integrated model. Regarding motivation, the experimental group showed slightly higher means in confidence and attention; however, compared to expectations, ARCS overall motivation was not significantly different, possibly due to high initial motivation and ceiling effects. Correlation analyses revealed positive links between motivation and listening performance in both groups, varying by dimension and instructional context. The findings support the value of combining ARCS motivational design with flipped learning in Teaching Chinese as a Foreign Language (TCFL) and emphasize the need for adaptive, learner-centered strategies to sustain motivation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19216a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 299 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Language ability Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Chinese as a second language Type: general Titles: – TitleFull: Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yu, Jing – PersonEntity: Name: NameFull: Petsangsri, Sirirat – PersonEntity: Name: NameFull: Sitthiworachart, Jirarat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
