Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances
This study surveyed 387 middle school 7th graders' flipped learning readiness in their English as a foreign language (EFL) classrooms and explored the effects of personal characteristics on their readiness levels. These personal characteristics included gender, the availability of outside school support and resources, foreign language beliefs, perceptions of their English teachers, and how they use the Internet. Through factor analysis, flipped learning readiness consists of five dimensions: learner control and self directed learning, technology self efficacy, motivation for learning, in class communication self efficacy, and doing previews. It was found that personal characteristics and individual circumstances, including language beliefs, student perceptions of teacher characteristics, the availability of outside school support and resources, learning performance, study time and net surfing time, can make a difference to the levels of the readiness dimensions. These findings may shed light on the middle schoolers' flipped learning readiness in EFL classrooms and provide insights for teachers wanting to incorporate individualized instruction in the flipped classroom. This study surveyed middle schoolers' flipped learning readiness in EFL classrooms.The lowest readiness was the dimension regarding doing previews.The effects of personal characteristics on readiness levels were explored.Language beliefs can impact flipped earning readiness.Student perceptions toward teachers can also impact the readiness.
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