Description
The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model.
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Details
Title
- Collaborative language learning in higher education: student engagement and language self-efficacy in a communicative, flipped context
Contributors
- Rama, Rashmi (Author)
- Gee, Elisabeth (Thesis advisor)
- Buss, Ray R. (Committee member)
- Mayes, Eric (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2019
Subjects
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed.D., Arizona State University, 2019
- bibliographyIncludes bibliographical references (pages 84-87)
- Field of study: Educational Leadership and Policy Studies
Citation and reuse
Statement of Responsibility
by Rashmi Rama