دورية أكاديمية
The Incorporation of Peer Learning into MosoTeach-Supported Flipped Language Class: Effects on Student Motivation, Participation, Feedback and Test Performance
| العنوان: | The Incorporation of Peer Learning into MosoTeach-Supported Flipped Language Class: Effects on Student Motivation, Participation, Feedback and Test Performance |
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| اللغة: | English |
| المؤلفون: | Ling Li (ORCID |
| المصدر: | Journal of Computer Assisted Learning. 2024 40(2):557-572. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Peer Teaching, Undergraduate Students, Blended Learning, English (Second Language), Second Language Instruction, Student Motivation, Student Participation, Student Attitudes, Academic Achievement, Barriers, Educational Technology |
| DOI: | 10.1111/jcal.12898 |
| تدمد: | 0266-4909 1365-2729 |
| مستخلص: | Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach-supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi-experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non-flipped mode. Results and Conclusions: The independent t-test results showed that the experimental MTFL group outperformed the control group in post-test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post-test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open-ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1416809 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0266-4909 1365-2729 |
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| DOI: | 10.1111/jcal.12898 |