Facilitating EFL students' class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning.
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| Title: | Facilitating EFL students' class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning. |
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| Authors: | Chen, Chih-Hung1 (AUTHOR) duke.chchen@gmail.com, Shih, Dian-Jyun1 (AUTHOR) sophia0214@go.edu.tw |
| Source: | Educational Technology Research & Development. Oct2025, Vol. 73 Issue 5, p3201-3221. 21p. |
| Subject Terms: | *Student engagement, *Motivation (Psychology), *English as a foreign language, *Self-regulated learning, *Educational outcomes, *Individualized instruction, *Flipped classrooms, Self-efficacy |
| Abstract: | The crucial role that student-related factors play in the effect of flipped learning has been emphasized, and self-regulated mechanisms have been integrated into flipped classrooms to promote students' learning; however, self-regulatory skills are of no use if learners cannot be stimulated to utilize them. In this study, a differentiated self-regulated flipped learning approach (namely DSR-FL), which integrated differentiated instruction and self-regulation into a flipped classroom, was designed to support EFL students' learning. Furthermore, a three-group experiment was conducted to evaluate the influence of the three different flipped learning models, namely the DSR-FL approach, the SR-FL (incorporating self-regulation into flipped learning) approach, and the C-FL (conventional flipped learning) approach. The results indicated that both the DSR-FL and SR-FL approaches were capable of promoting students' class engagement, motivation, and perceptions of self-efficacy, in comparison with the C-FL approach; furthermore, the students who learned with the DSR-FL approach outperformed those who learned with the C-FL approach in terms of improving their learning achievements. This could be a valuable reference for teachers to promote EFL students' learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189592942 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189592942 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10520-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 3201 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Facilitating EFL students' class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chen, Chih-Hung – PersonEntity: Name: NameFull: Shih, Dian-Jyun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 5 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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