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Computer Assisted Language Learning Volume 33, 2020 - Issue 3
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Articles

Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning

Marie WebbDepartment of English, Indiana University of Pennsylvania, Indiana, PA;;English for Multilingual Students, UC Santa Barbara, Santa Barbara, CA;Correspondence[email protected] [email protected]
ORCID Iconhttp://orcid.org/0000-0002-4950-4336View further author information
ORCID Icon &
Evelyn DomanSchool of Education, University of Guam, Mangilao, GuamORCID Iconhttp://orcid.org/0000-0002-8403-6910View further author information
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Pages 240-274 | Published online: 24 Jan 2019

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Aruna Polisetty, G Sowmya & Subhajit Pahari. (2023) Streaming towards innovation: Understanding consumer adoption of OTT services through IRT and TAM. Cogent Business & Management 10:3.
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Jaeho Jeon. (2023) The impact of a flipped EFL course on primary school learners’ use of technology for language learning. Interactive Learning Environments 31:9, pages 5956-5969.
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Hamonangan Tambunan, Marsangkap Silitonga & Nelson Sinaga. (2023) Parents involvement in elementary schools learning through flipped classrooms in Indonesia. Education 3-13 51:6, pages 919-930.
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Karim Shabani & Arezou Jabbari. (2023) Differential effects of interaction-embedded vs interaction-reduced modes of fully online flipped instruction on EFL learners’ speaking. Computer Assisted Language Learning 0:0, pages 1-27.
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Yavuz Sökmen, İsmail Sarikaya & Ahmet Nalçacı. (2023) The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities. International Journal of Human–Computer Interaction 0:0, pages 1-16.
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Haoxi Deng. (2023) Rethinking the innovation, effectiveness and perceptions of flipped classroom (Repensar la innovación, la eficacia y las percepciones del aula invertida). Journal for the Study of Education and Development 46:2, pages 322-351.
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Akbar Bahari. (2023) CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning. Interactive Learning Environments 31:2, pages 752-778.
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Saeed Khazaie & Saman Ebadi. (2023) Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes. Computer Assisted Language Learning 0:0, pages 1-34.
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Cynthia Lee. (2022) Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?. Computer Assisted Language Learning 35:8, pages 2049-2077.
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Alberto Andujar & Fátima Zahra Nadif. (2022) Evaluating an inclusive blended learning environment in EFL: a flipped approach. Computer Assisted Language Learning 35:5-6, pages 1138-1167.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Chien-Heng Chou, Su-Chen Lee & Yen-Ku Kuo. (2023) A longitudinal study on international brand perceptions and outcomes among entrepreneurship & EMBA students in Taiwan: moderating role of students' attitude towards technology. Current Psychology.
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Pak Kwan Yip, Lee Cheng & Peggy Cheung. (2023) The association of children's motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, pages 1356336X2311709.
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Meng Wu. (2023) An analysis of time commitment for college students to online English writing and peer assessment learning. Applied Mathematics and Nonlinear Sciences 0:0.
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Chinaza Solomon Ironsi. (2022) Integrating technology and CAPE framework towards improving the language skills of learners. Educational technology research and development 71:2, pages 717-736.
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José Antonio España-Delgado. (2023) Kahoot, Quizizz, and Quizalize in the English Class and their Impact on Motivation. HOW 30:1, pages 65-84.
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Mustafa Fidan. (2023) The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement. Education and Information Technologies.
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Dara Tafazoli & Hussein Meihami. (2022) Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions. Journal of Computers in Education 10:1, pages 163-187.
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Julia Nitsche, Theresa S. Busse & Jan P. Ehlers. (2023) Teaching Digital Medicine in a Virtual Classroom: Impacts on Student Mindset and Competencies. International Journal of Environmental Research and Public Health 20:3, pages 2029.
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Işıl Günseli Kaçar, Esra Karakuş, Hasan Şerif Baltacı & Melek Altun. 2023. Handbook of CALL Teacher Education and Professional Development. Handbook of CALL Teacher Education and Professional Development 293 311 .
Wagdi Rashad Ali Bin-Hady & Abduljalil Nasr Hazaea. (2021) EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study. PSU Research Review 6:3, pages 175-189.
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Ian Douglas Fischer & Jie Chi Yang. (2022) Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education 19:1.
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Chinaza Solomon Ironsi. (2022) Navigating learners towards technology-enhanced learning during post COVID-19 semesters. Trends in Neuroscience and Education 29, pages 100189.
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Chenliang Deng. (2022) A Review on the Research of Computer-assisted Language Learning in Language Teaching, Social Attitudes and Some Other Academic Circles. Journal of Education, Humanities and Social Sciences 5, pages 43-54.
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Yifan Zhang & Vahid Aryadoust. (2022) A Systematic Review of the Validity of Questionnaires in Second Language Research. Education Sciences 12:10, pages 723.
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Shujun Han. (2022) Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology 13.
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Mohaned G. Abed, Reem F. Abdulbaqi & Todd K. Shackelford. (2022) Saudi Arabian Students’ Beliefs about and Barriers to Online Education during the COVID-19 Pandemic. Children 9:8, pages 1170.
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Farzaneh Khodabandeh. (2022) Investigating the effectiveness of augmented reality-enhanced instruction on EFL learners’ speaking in online flipped and face-to-face classes. Language Teaching Research, pages 136216882211109.
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Md. Kamrul Hasan, Prodhan Mahbub Ibna Seraj, Abdul-Hafeed Fakih & Blanka Klimova. (2022) Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom. Education Research International 2022, pages 1-10.
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Kerry Pusey & Alexander Nanni. (2022) Thai University Students’ Attitudes Toward Online Language Learning in a Time of Crisis. SAGE Open 12:2, pages 215824402210917.
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Michael D Smith. (2022) Rejecting instrumental-deterministic CALL: Towards a critical reading of power in online English education. Power and Education 14:1, pages 50-65.
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Shuangling Li, Jing He, Yuan Tao & Xia Liu. (2022) The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?. Language Teaching Research, pages 136216882210815.
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Bui Phu Hung & Loc Tan Nguyen. 2022. New Trends and Applications in Internet of Things (IoT) and Big Data Analytics. New Trends and Applications in Internet of Things (IoT) and Big Data Analytics 109 122 .
Oğuzhan Nacaroğlu, Oktay Bektaş & Mustafa Tüysüz. (2021) Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model. Technology, Knowledge and Learning.
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Qian Wang, Chang Xiong & Jiajun Liu. (2021) Does culture or self-directed learning drive online performance?. International Journal of Educational Management 35:6, pages 1077-1098.
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Ruiguang Li. (2021) The Role of Teacher-Student Interpersonal Relations in Flipped Learning on Student Engagement. Frontiers in Psychology 12.
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Alberto Andujar, María Sagrario Salaberri-Ramiro & María Soledad Crúz Martínez. (2020) Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience. Sustainability 12:3, pages 1110.
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