Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study
In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an...
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| Format: | Article |
| Language: | English |
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De Gruyter
2023-04-01
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| Series: | Journal of China Computer-Assisted Language Learning |
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| Online Access: | https://doi.org/10.1515/jccall-2023-0001 |
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| author | Li Zhiyong Wang Yang |
| author_facet | Li Zhiyong Wang Yang |
| author_sort | Li Zhiyong |
| collection | DOAJ |
| description | In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an e-learning platform called Yunbanke was used for asynchronous teaching in a flipped class, and Tencent Meeting was employed for synchronous teaching in the non-flipped and flipped class, respectively. We used a mixed-methods approach. First, we conducted a quasi-experiment to compare engagement levels between the experimental group (flipped class, n = 34) and control group (non-flipped class, n = 35) before and after 16 weeks of online instruction. Then, we used lesson logs and conducted interviews with the students and the instructor. The results showed that online flipped teaching could significantly improve the learners’ behavioural and cognitive engagement compared to the non-flipped class. However, no significant difference was found in emotional engagement between the two classes. Qualitative data supported our quantitative findings, and five key factors leading to different dimensions of learner engagement were identified: learners’ prior English attainment, learners’ perceived affordance of online learning and teaching, interpersonal factors, instructor presence and learning tasks. Our findings can shed light on online ESP learners’ engagement and improve online ESP teaching practices. |
| format | Article |
| id | doaj-art-529db3a07da04bae81f6eec67dc1567b |
| institution | Kabale University |
| issn | 2748-3479 |
| language | English |
| publishDate | 2023-04-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Journal of China Computer-Assisted Language Learning |
| spelling | doaj-art-529db3a07da04bae81f6eec67dc1567b2025-01-20T11:08:49ZengDe GruyterJournal of China Computer-Assisted Language Learning2748-34792023-04-013233536110.1515/jccall-2023-0001Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods studyLi Zhiyong0Wang Yang1Nankai University Binhai College, Tianjin, ChinaTianjin Chengjian University, Tianjin, ChinaIn this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an e-learning platform called Yunbanke was used for asynchronous teaching in a flipped class, and Tencent Meeting was employed for synchronous teaching in the non-flipped and flipped class, respectively. We used a mixed-methods approach. First, we conducted a quasi-experiment to compare engagement levels between the experimental group (flipped class, n = 34) and control group (non-flipped class, n = 35) before and after 16 weeks of online instruction. Then, we used lesson logs and conducted interviews with the students and the instructor. The results showed that online flipped teaching could significantly improve the learners’ behavioural and cognitive engagement compared to the non-flipped class. However, no significant difference was found in emotional engagement between the two classes. Qualitative data supported our quantitative findings, and five key factors leading to different dimensions of learner engagement were identified: learners’ prior English attainment, learners’ perceived affordance of online learning and teaching, interpersonal factors, instructor presence and learning tasks. Our findings can shed light on online ESP learners’ engagement and improve online ESP teaching practices.https://doi.org/10.1515/jccall-2023-0001english for specific purposes (esp)flipped teachinginfluencing factorslearner engagement |
| spellingShingle | Li Zhiyong Wang Yang Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study Journal of China Computer-Assisted Language Learning english for specific purposes (esp) flipped teaching influencing factors learner engagement |
| title | Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study |
| title_full | Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study |
| title_fullStr | Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study |
| title_full_unstemmed | Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study |
| title_short | Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study |
| title_sort | adopting online flipped teaching to improve learner engagement in an english for specific purposes esp course in china a mixed methods study |
| topic | english for specific purposes (esp) flipped teaching influencing factors learner engagement |
| url | https://doi.org/10.1515/jccall-2023-0001 |
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