Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction

Academic Article


  • The article reports on a study that explored the affordances and challenges of the flipped classroom model for an advanced language course, involving the implementation of a four-skill integration approach and the use of various digital tools. Eighteen advanced language students participated in the study over the course of one semester. Students carried out a variety of online assignments using self-access learning modules in Canvas to prepare them for in-class activities. Data from post-surveys and focus group interviews along with the student coursework reveal that students had a positive attitude towards the flipped model because it gave them agency over their own learning and engaged them in meaningful interactions with their peers. The study suggests that well-designed tasks are essential, and that instructor scaffolding is needed to guide students in learning course content. The study contributes a new model of flipped instruction that facilitated L2 development in an effective manner.

  • Authors


    Publication Date

  • 2021
  • Keywords

  • Digital Tools
  • Flipped Language Instruction
  • Peer Interaction
  • Task Design
  • Teacher Scaffolding
  • Digital Object Identifier (doi)

    Start Page

  • 81
  • End Page

  • 98
  • Volume

  • 11
  • Issue

  • 1