Effects of a Concept Mapping-Based Flipped Learning Approach on EFL Students' English Speaking Performance, Critical Thinking Awareness and Speaking Anxiety
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| Title: | Effects of a Concept Mapping-Based Flipped Learning Approach on EFL Students' English Speaking Performance, Critical Thinking Awareness and Speaking Anxiety |
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| Language: | English |
| Authors: | Chen, Mei-Rong Alice (ORCID |
| Source: | British Journal of Educational Technology. May 2020 51(3):817-834. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Critical Thinking, Correlation, Blended Learning, Pretests Posttests, Comparative Analysis, Speech Communication, Anxiety, Concept Mapping, Language Proficiency, Task Analysis, Teaching Methods |
| DOI: | 10.1111/bjet.12887 |
| ISSN: | 0007-1013 |
| Abstract: | The present study explored the impact of concept mapping-based flipped learning as a listening-speaking strategy on learning achievement, English as a foreign language (EFL) learners' critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi-experimental design. Seventy-two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners' English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1251815 |
| Database: | ERIC |
| Abstract: | The present study explored the impact of concept mapping-based flipped learning as a listening-speaking strategy on learning achievement, English as a foreign language (EFL) learners' critical thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi-experimental design. Seventy-two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners' English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables. |
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| ISSN: | 0007-1013 |
| DOI: | 10.1111/bjet.12887 |
