A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning.

Area of Science:

• Educational Psychology
• Instructional Design

Background:

• Flipped teaching models are gaining popularity in K-12 education.
• This approach is believed to enhance student control over learning and improve in-class support.
• It is hypothesized that flipped teaching can promote active learning and boost effectiveness, especially for underachievers.

Purpose of the Study:

• To investigate the impact of flipped teaching on learning effectiveness in high school students.
• To identify strategies for improving language learning outcomes for underachieving students within a flipped classroom.
• To explore methods for motivating students and tracking performance in an active learning environment.

Main Methods:

• An experimental study involving 386 high school students in Chungli, Taiwan.
• Implementation of flipped teaching models.
• Analysis of learning comprehension, attitude shifts, and performance tracking.

Main Results:

• Students in flipped teaching models showed improved comprehension and enhanced learning effectiveness.
• A need for foundational language skill development was identified for underachievers, suggesting tailored media and content.
• A "system of play" grouping strategy was proposed for performance-oriented students.

Conclusions:

• Flipped teaching positively influences learning effectiveness and student attitudes.
• Targeted interventions, including appropriate media, are crucial for supporting underachieving learners.
• The study suggests further development in active learning, interest, creativity, and the transition from passive to active learning roles.