5E-Flipped E-Learning: A New Interactive Framework of Speaking Instruction for EFL Learners

The project aimed to evaluate the relationship between the learning environment, teaching strategies, and student participation among art students in a Chinese university. Utilizing a combination of quantitative analysis, the study sought to assess the overall satisfaction of students with these key educational components. By analyzing various dimensions such as physical, social, and psychological environments, the research determined how these aspects contributed to student engagement and learning outcomes. Teaching strategies were examined to identify the effectiveness of methods employed by educators, focusing on the adaptability of strategies to meet the needs of students in creative fields. Additionally, the study investigated the levels of student participation, covering behavioral, emotional, and cognitive engagement. By gathering data through surveys and performing statistical analyses such as T-tests and ANOVA, the research offered insights into areas needing improvement, aiming to enhance both the quality of art education and the holistic development of students. This study was relevant for educators and institutions focused on optimizing teaching methods and learning environments for art students. The findings from this research provided a deeper understanding of how different aspects of the learning environment and teaching strategies influenced student engagement, particularly in art education. The insights gained guided educators in creating more dynamic and supportive learning environments that fostered creativity and critical thinking. Additionally, the study emphasized the importance of personalized teaching methods and the need for continuous adaptation to student needs. Ultimately, the research offered actionable recommendations for improving the overall educational experience of art students, ensuring they developed both academically and professionally.

This study aimed to investigate the relationship between foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners. To this end, 202 intermediate EFL students, studying English at private language teaching institutes in three provinces of Hamedan, Golestan, and Khuzestan were selected based on the convenience sampling procedure. To collect data, Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) were employed. Moreover, the interview section of IELTS Exam was also used to measure speaking ability of the learners. The results of the study showed that there was a significant positive correlation between the participants’ L2 speaking ability and the locus of causality and the internal control dimensions of attribution theory. But, there was significant negative correlation between L2 speaking ability and the external control and the stability dimensions. There was also positive significant correlation between L2 speaking ability and metacognitive self-regulation. Moreover, it was found out that successful and unsuccessful EFL learners attributed their success and failure in L2 speaking performance mainly to internal factors. It was also found that among the independent variables of the study, meta-cognitive self-regulation was the stronger predictor of the participants' L2 speaking performance. The findings of this study are hoped to suggest a number of implications for EFL teachers, learners, syllabus designers, and parents.

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student’s needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Aims: To investigates the relationship between a supportive learning environment and the learning motivation of senior high school students at Tubod National High School in Davao Del Norte, Philippines. Study Design: The study employed a quantitative, predictive correlational design, the research explores how variations in the learning environment contribute to shifts in student motivation levels. Place and Duration of the Study: Tubod National High School in Davao Del Norte, Philippines, between September up to December 2023. Methodology: The study involved senior high school students from grades eleven to twelve. Using Slovin’s formula, the researchers selected 199 among the 378 senior high school students who rated the two adopted questionnaires. Participants were selected through stratified random sampling to ensure representation across both levels. Employing statistical treatments such as mean, standard deviation, and the Pearson Correlation Coefficient, the research analyzes the nuanced interplay between the supportive learning environment and student learning motivation. Utilizing carefully selected tools, namely the Students' Motivation Toward Science Learning (SMTSL) and Supportive Learning Environment for Expertise Development (SLEED-Q) questionnaires. Results: Findings revealed a high level of supportive learning environments and student learning motivation. In terms of significant relationship, supportive learning environment and student learning motivation of senior high school students were found to have a moderately positive correlation. Conclusion: The study examined the impact of a supportive learning environment on senior high school students' learning motivation. The findings revealed that the supportive learning environment had a high overall mean score of 4.08 (SD = 0.56), indicating that senior high school students believe their classroom provides a very supportive learning environment. Meanwhile, student learning motivation also scored high with a mean of 4.04 (SD = 0.52), suggesting that students are generally motivated to learn. Moreover, the statistical analysis showed a p-value of 0.002 and a Pearson r value of 0.526, indicating a statistically significant and moderately positive correlation between a supportive learning environment and student learning motivation. Therefore, to promote high levels of student motivation, the study emphasizes the significance of providing a supportive learning environment in the classroom.

This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate freshmen majoring in English Language Teaching. The comparison group had to present their projects based on the reading passages of the book Active (L2 culturally-oriented texts) and the experimental group had to deliver their projects based on their L1 and L2 culturally-based reading texts designed by the researcher. Reading comprehension self-efficacy scale, foreign language reading anxiety scale, and the reading section of the Michigan Test (1998) were administered to students as pre-tests and post-tests at the beginning and at the end of one academic year consisting of two project-based reading courses. ANCOVA was utilized for analyzing the data. The results indicated that although in both groups significant improvements were observed regarding the three aforementioned variables, it was the experimental group that showed significantly less degrees of anxiety, compared to the comparison group. However, no differences regarding reading self-efficacy and reading proficiency were observed between the two groups. The findings of this study suggest that EFL teachers, material developers and syllabus designers can take advantage of cultural familiar texts when generating their own learning materials.

This study investigates Indonesian EFL learners’ perceptions of generative AI (GenAI) applications compared to their perceptions of human tutors in an online test preparation course. Semi-structured interviews with 11 participants who had participated in practice with both a GenAI tool and a human revealed that the GenAI tools were valued for their efficiency, objectivity, and detailed feedback, particularly in pause detection and word count analysis. However, learners highlighted the importance of human tutors for personalized, adaptive, and in-depth feedback. They saw GenAI as providing consistent and rapid scoring, but human tutors as fostering a more supportive learning environment through individualized guidance. Many participants favored a hybrid approach, integrating GenAI’s analytical precision with human interaction to enhance test preparation and real-world speaking skills. Notably, AI was generally trusted more for assessment consistency, whereas human tutors were preferred for instructional support. These findings suggest that for EFL learners in a test preparation course a combination of GenAI and human tutors may be the most satisfying.

Academic buoyancy in EFL learning: A mixed-methods study among Chinese private university students.

While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes.

Corporal punishment results in aggressive behaviours in students. As a result, some students leave school. Researchers believe that the issue of school dropout can be reduced by adopting different motivational techniques. Self-efficacy is one technique that can be promoted to create a caring and supportive learning environment. The issue of dropout is alarming in many Pakistani schools especially at the primary level due to the prevalence of corporal punishment and other factors. This issue prevails mostly in government schools where teachers adopt stringent steps in the teaching process. This study was specifically designed to examine the role of self-efficacy as a moderator between corporal punishment and school dropout. Many studies have explored the relations of corporal punishment with school dropout. It remains to be seen what actually moderates these relations. This study contributes to this gap in the literature by examining self-efficacy as an influencing factor. The study used a validated questionnaire to survey 300 government primary school teachers’ attitude on this issue. Results of the study indicated that corporal punishment significantly correlated with school dropout rate. Secondly, self-efficacy significantly moderates the relations between corporal punishment and school dropout. On the basis of these findings, the study concludes that teachers may reduce the issue of school dropout by creating a supportive and caring teaching and learning environment in school. Finally, the study suggests that the school administration play a key role to overcome the issue of increasing rate of school dropout by adopting rules and procedures to convince and motivate teachers to avoid corporal punishment.

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

The importance of effective classroom management has emerged as a critical factor in enhancing student learning motivation, particularly in the context of rapidly evolving educational environments. This study aims to explore the role of classroom management in improving student motivation through a qualitative descriptive approach. The research was conducted at Muhammadiyah Kretek Middle School in Bantul, with all classes at the school serving as research subjects. Data were collected using observation, interviews, and documentation techniques. The findings indicate that classroom management by teachers has not been fully optimized, and the teaching methods employed remain relatively monotonous, which leads to students' decreased engagement in the learning process. However, teachers continue to make efforts to improve classroom management through thorough preparation of learning materials, varied teaching methods, strategic seating arrangements, and incorporating playful learning activities. Additionally, teachers are working to integrate advancements in science and technology to create a more engaging and dynamic learning environment, aiming to reduce the monotony in the classroom.

Objectives: Medical education is evolving with the integration of newer approaches alongside traditional pedagogical methods based on didactic lectures. New learner-centred strategies foster a dynamic learning environment and enhance critical thinking amongst students. This study explores the impact of heutagogical teaching strategies compared to andragogical teaching–learning (TL) methods, specifically assessing their effectiveness in improving achievement motivation and academic confidence amongst 1 st -year MBBS students. Materials and Methods: The study employed a two-phase design: First, developing and validating a teaching learning questionnaire (TLQ) to assess and compare students’ perceptions of andragogical and heutagogical teaching methods, and second, assessing learning outcomes using TLQ. About 99 1 st -year MBBS students completed the TL questionnaire using a Likert scale. Teaching sessions were conducted on ‘Exercise Physiology’ using an andragogical approach and ‘Autonomic Nervous System’ using a heutagogical approach. Post-test assessments and student feedback from each session were analysed to determine the effectiveness of both methods. Results: In the first phase of the study, a 13-item TL questionnaire was developed after validation following standard procedures. It showed strong content validity (content validity index = 0.97 and content validity ratio = 0.88) and reliability (Cronbach’s alpha = 0.97 and intra-class correlation coefficient = 0.96). Factor analysis indicated two factors in the TLQ, accounting for 71.79% of the variance, with most items showing strong factor loadings. In the second phase, 1 st -year MBBS students expressed a preference for heutagogical teaching, with 76% favouring it over traditional methods and 98% reporting higher satisfaction with this approach. Students reported increased motivation, problem-solving skills, creativity, and confidence with the heutagogical style. Conclusion: This study highlights the significance of both heutagogical and andragogical TL methods in medical education to foster a dynamic and effective learning environment. The validated TLQ provides a reliable tool for evaluating teaching strategies across medical disciplines. This study also underscores the potential of heutagogical learning in developing achievement motivation and confidence amongst medical students. Further research with larger sample sizes is recommended to confirm these findings and assess the broader applicability of both TL strategies.

This study examines how combining Philosophy for Children (P4C) and picture storybooks can reduce English learning anxiety and improve reading comprehension among Indonesian EFL students. Based on Vygotsky’s sociocultural theory and affective pedagogy, the approach addresses both emotional and cognitive aspects of learning. Using a quasi-experimental mixed-methods design, 121 fourth-semester English Department students were divided into experimental and control groups. The experimental group received lessons that used philosophical dialogue and visual storytelling to encourage critical thinking and emotional involvement. Results showed that this approach significantly lowered students' anxiety and improved their reading comprehension and motivation. Qualitative data also revealed that students felt safer and more engaged, which helped them connect personally with the texts. The study shows that student-centered, interdisciplinary teaching can support both language learning and emotional well-being. It offers useful insights for EFL teachers and curriculum developers aiming to create more meaningful and supportive learning environments.

Although the role of task planning conditions affecting EFL learners’ oral performance has been of investigators’ enduring concern, to the best of our knowledge, no study so far has investigated the influence of planning time in combination with a cocktail of questioning instruction on the oral performance in EFL settings. The present study thus examined the combined impact of pre-task planning and questioning instruction on the accuracy and complexity of Iranian EFL learners' oral presentation of intermediate learners of English at a private language institute in Mazandaran. Drawing on Bloom's taxonomy of higher order questions (HOQs), a pretest posttest quasi-experimental design was utilized. Initially, three groups including a control and two experimental groups engaged in pre-intervention oral tasks and performed the post-intervention oral tasks ensuing rehearsal planning plus HOQs (EX1), strategic planning in addition to HOQs (EX2), and no planning condition along with HOQs (CG) instructions. Results pointed to the positive impact of pre-task planning integrated with HOQs on the complexity as well as accuracy of oral narrative tasks. More specifically, engaging in rehearsal planning condition plus HOQs proved to be optimal for inducing better results in EFL learners’ oral production in terms of all three measures of performance. Accordingly, the findings rejected a conflict between complexity and accuracy in that both of them were found to have increased simultaneously. Finally, drawing on the outcomes of the investigation, it is proposed that in order for task-based instruction to more beneficially contribute to EFL learners' task performance, a more flexible view of implementing TBLT needs to be merged with other influential educational factors including thinking skills which have proved to be fruitful in the present study.

The study attempted to investigate the relationship between male Iranian EFL learners’ international posture (IP) and willingness to communicate (WTC) across two proficiency levels. The study was carried out with 106 participants from selected universities in Tabriz and Sarab, Northwest Iran, who were divided into two groups of high and low proficiency based on a Preliminary English Test (PET). The data were collected by the administration of WTC Scale (McCroskey & Richmond, 1990) and IP questionnaire (Yashima, 2000). The collected data were analyzed through Pearson correlation and independent samples t-test. The results showed that there was positive correlation between WTC and IP in the high-proficiency group while the correlation in the low proficiency-group was not statistically significant. It was also found that high proficiency learners had higher levels of both IP and WTC compared to their lower level counterparts. The findings of the study offer pedagogical implications for EFL learners, teachers, and syllabus designers.