Fostering speaking gains through flipped instruction: a mixed-methods study of self-regulation, motivation, and...

Flipped instruction has gained traction in computer-assisted language learning, but evidence of its effects on L2 speaking and the underlying affective and motivational mechanisms remains limited, especially for young adult EFL learners in East Asia.

This explanatory sequential mixed methods study examined how a 16-week flipped speaking course influenced Chinese EFL learners' speaking performance, speaking-specific self-regulation, motivation, and foreign language classroom anxiety. Seventy-four first-year English majors were assigned to a flipped group (n = 38) receiving pre-class video instruction and in-class speaking activities, or a control group (n = 36) receiving teacher-fronted instruction. Quantitative data included pretest-posttest measures of speaking, self-regulation, motivation, and foreign language classroom anxiety. Qualitative data comprised semi-structured interviews (n = 12) and 412 reflective journal entries, analyzed via thematic analysis with emotional valence coding.

Repeated measures ANOVAs showed significantly greater gains in the flipped group for speaking (ηp² = 0.43), intrinsic motivation (ηp² = 0.31), and self-regulation (ηp² = = 0.39), but not for extrinsic motivation or anxiety. Qualitative findings identified six themes: agency in temporal control, self-monitoring via digital traces, strategic peer help seeking, enjoyment as a driver of sustained effort (vs. grade-driven behaviors), technology-mediated self-evaluation, and residual speaking anxiety-the latter three directly implicating emotional processes.

A joint display revealed convergence for self-regulation and intrinsic motivation, expansion for strategic help seeking, and discordance for extrinsic motivation. The findings suggest that flipped instruction enhances L2 speaking by fostering positive emotional engagement and reducing anxiety-driven avoidance while preserving grade-based extrinsic motivation-a pattern consistent with positive psychology perspectives on language learning. Theoretical and pedagogical implications for affective- and motivation-focused interventions in Asia-Pacific EFL contexts are discussed.