Igniting Learning Motivation: Impact of Flipped Teaching on Students’ English Learning Motivation, Self-Regulated Learning, and English Learning Outcome

Autori:

Trang M. T. PHUNG, Minnie H.M. HSIEH, Chich-Jen SHIEH

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 209-220

How to cite this article:

Phung, T.M.T, Hsieh, M.H.M, Shieh, C-J. (2025). Igniting Learning Motivation: Impact of Flipped Teaching on Students’ English Learning Motivation, Self-Regulated Learning, and English Learning Outcome. Revista de Cercetare si Interventie Sociala, 91, 209-220, DOI: 10.33788/rcis.91.12

Abstract:

The rapid development of information technology has had a revolutionary impact on science, engineering, and other fields. Computers, tablets and smartphones are becoming more and more popular, and digital technology is becoming the modern mainstream. Teachers can make some changes in the teaching process. In the domestic promotion of various innovative teaching models, flipped teaching is the most popular one. It aims to change the traditional teacher-centered teaching methods and give students back the control over their learning. Flipped teaching has been used in recent years to make classes more interesting. The study was designed as experimental research. This study involved 106 students from Vietnam studying finance at Taiwanese universities. The experimental implementation took 18-week of flipped teaching. The results found significant positive effects of 1. Flipped teaching on English learning motivation, 2. Flipped teaching on self-regulated learning, and 3. Flipped teaching on English learning outcome. According to the results, it is expected that the study may help students to easily understand the concept in the learning process and increase English learning motivation and self-study ability in order to achieve effective learning.