Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigat...Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigates learners’ perceptions of flipped EFL (English as a ForeignLanguage) classroom, with a particular focus on their self-perceived learnerengagement. The results of the study indicate that the learners generallyhave positive and favorable attitudes toward flipped classroom. Seventyfivepercent of them consider flipped classroom useful in boosting theirconfidence in learning English and 50.6% think that they have becomemore interested in the course. Yet, it is also found that only 30.1% agreethat flipped method has helped them to understand the course content moreclearly. In addition, as high as 71.6% of the respondents agree that theflipped method can increase their motivation to participate in classroomlearning activities, but only 44.9% believe that their engagement hasbeen raised. While the results show that the students tend to accept thisnew teaching method, their evaluation of the actual effects of it is notas expected, which may be due to the lack of guidance and the weakconnection between online self-study and classroom activities. Futurestudies are needed to explore how to strengthen these areas.展开更多
The study investigates the impact of personalized learning path design on students’self-learning abilities(SLA)within online education platforms.Employing a mixed-methods approach,the research examines the effectiven...The study investigates the impact of personalized learning path design on students’self-learning abilities(SLA)within online education platforms.Employing a mixed-methods approach,the research examines the effectiveness of personalized learning through quantitative surveys and qualitative interviews with a diverse sample of online learners.The findings indicate that personalized learning path design significantly enhances students’self-efficacy,engagement,and satisfaction,leading to improved SLA.The study’s conceptual model and empirical data support the hypothesis that personalization in learning environments fosters self-directed learning skills.The discussion highlights the implications for educational practice,emphasizing the need for online platforms to prioritize personalization and for educators to adapt their teaching methods to support diverse learner needs.The research also acknowledges limitations and suggests future directions,including longitudinal studies and expanded participant demographics.The study concludes that personalized learning path design is a promising strategy for online education platforms to empower learners and promote lifelong learning skills.展开更多
This review synthesizes empirical research from 2008 to 2025 on mobile-assisted ESL/EFL learning in higher education.Analyzing 65 studies across Asia,the Middle East,Southeast Asia,Europe,and North America,it highligh...This review synthesizes empirical research from 2008 to 2025 on mobile-assisted ESL/EFL learning in higher education.Analyzing 65 studies across Asia,the Middle East,Southeast Asia,Europe,and North America,it highlights the impact of app-based interventions on vocabulary,speaking,reading,writing,and learner engagement.Features such as gamification,personalized learning,multimodal input,and immediate feedback were found to enhance learning outcomes.Despite overall positive effects,many studies relied on short-term interventions with small samples,and moderating factors like learner proficiency or app design remain underexplored.The findings underscore the potential of mobile applications for learner-centered language education and call for rigorous,theory-driven research on long-term and adaptive learning strategies.展开更多
基金This paper was supported by“the Fundamental Research Funds for the Central Universities”(Grant No.3262016T45).
文摘Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigates learners’ perceptions of flipped EFL (English as a ForeignLanguage) classroom, with a particular focus on their self-perceived learnerengagement. The results of the study indicate that the learners generallyhave positive and favorable attitudes toward flipped classroom. Seventyfivepercent of them consider flipped classroom useful in boosting theirconfidence in learning English and 50.6% think that they have becomemore interested in the course. Yet, it is also found that only 30.1% agreethat flipped method has helped them to understand the course content moreclearly. In addition, as high as 71.6% of the respondents agree that theflipped method can increase their motivation to participate in classroomlearning activities, but only 44.9% believe that their engagement hasbeen raised. While the results show that the students tend to accept thisnew teaching method, their evaluation of the actual effects of it is notas expected, which may be due to the lack of guidance and the weakconnection between online self-study and classroom activities. Futurestudies are needed to explore how to strengthen these areas.
文摘The study investigates the impact of personalized learning path design on students’self-learning abilities(SLA)within online education platforms.Employing a mixed-methods approach,the research examines the effectiveness of personalized learning through quantitative surveys and qualitative interviews with a diverse sample of online learners.The findings indicate that personalized learning path design significantly enhances students’self-efficacy,engagement,and satisfaction,leading to improved SLA.The study’s conceptual model and empirical data support the hypothesis that personalization in learning environments fosters self-directed learning skills.The discussion highlights the implications for educational practice,emphasizing the need for online platforms to prioritize personalization and for educators to adapt their teaching methods to support diverse learner needs.The research also acknowledges limitations and suggests future directions,including longitudinal studies and expanded participant demographics.The study concludes that personalized learning path design is a promising strategy for online education platforms to empower learners and promote lifelong learning skills.
文摘This review synthesizes empirical research from 2008 to 2025 on mobile-assisted ESL/EFL learning in higher education.Analyzing 65 studies across Asia,the Middle East,Southeast Asia,Europe,and North America,it highlights the impact of app-based interventions on vocabulary,speaking,reading,writing,and learner engagement.Features such as gamification,personalized learning,multimodal input,and immediate feedback were found to enhance learning outcomes.Despite overall positive effects,many studies relied on short-term interventions with small samples,and moderating factors like learner proficiency or app design remain underexplored.The findings underscore the potential of mobile applications for learner-centered language education and call for rigorous,theory-driven research on long-term and adaptive learning strategies.
