Flipping EFL Low-Proficiency Students' Learning: An Empirical Study
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| Title: | Flipping EFL Low-Proficiency Students' Learning: An Empirical Study |
|---|---|
| Language: | English |
| Authors: | Daniel Yu-Sheng Chang (ORCID |
| Source: | Language Teaching Research. 2026 30(4):1962-1983. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Flipped Classroom, English (Second Language), Second Language Learning, High School Students, Low Achievement, Language Proficiency, Second Language Instruction, Outcomes of Education, Student Attitudes, Self Efficacy, Student Motivation, Grammar, Teaching Methods, Academic Achievement, Learning Experience, Foreign Countries |
| Geographic Terms: | Asia |
| DOI: | 10.1177/13621688231165474 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students' learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by both groups in grammar, writing and learning motivation and self-efficacy were collected for analysis. The EG's learning experience was also qualitatively explored. The results show that the EG significantly outperformed the CG in terms of overall learning achievement, motivation and self-efficacy. Additionally, despite facing challenges at some points, the EG gave positive comments on the pedagogical effects of flipped learning, judging it to be interesting and leading to active engagement. This article concludes with a discussion of the effects of the flipped learning approach on low-proficiency language learners and with instructional implications for future empirical research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502938 |
| Database: | ERIC |
| Abstract: | While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students' learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by both groups in grammar, writing and learning motivation and self-efficacy were collected for analysis. The EG's learning experience was also qualitatively explored. The results show that the EG significantly outperformed the CG in terms of overall learning achievement, motivation and self-efficacy. Additionally, despite facing challenges at some points, the EG gave positive comments on the pedagogical effects of flipped learning, judging it to be interesting and leading to active engagement. This article concludes with a discussion of the effects of the flipped learning approach on low-proficiency language learners and with instructional implications for future empirical research. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231165474 |
