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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
Language: English
Authors: Chen, Mei-Rong Alice (ORCID 0000-0003-2722-0401), Hwang, Gwo-Jen (ORCID 0000-0001-5155-276X)
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
FullText Links:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2722-0401">0000-0003-2722-0401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo-Jen%22">Hwang, Gwo-Jen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5155-276X">0000-0001-5155-276X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. May 2020 51(3):817-834.
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  Data: 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
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  Data: 18
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  Data: 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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