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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-025-10520-y |
