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      The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

      review-article
      * ,
      Frontiers in Psychology
      Frontiers Media S.A.
      social media, flipped learning, critical thinking, learner engagement, EFL learners

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          Abstract

          The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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          Most cited references97

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          Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

          In addressing the recent special issue in Frontiers in Psychology , namely “ Positive Psychology in Foreign and Second Language Education: Approaches and Applications ,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.
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            Agency as a fourth aspect of students’ engagement during learning activities

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              Handbook of Research on Student Engagement

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                20 October 2022
                2022
                : 13
                : 1008257
                Affiliations
                School of Foreign Languages, Hainan Normal University , Haikou, China
                Author notes

                Edited by: Bui Phu Hung, University of Economics Ho Chi Minh City, Vietnam

                Reviewed by: Ali Khodi, University of Neyshabur, Iran; Mehdi Solhi, Istanbul Medipol University, Turkey

                *Correspondence: Ya Pang, pangyaweo@ 123456163.com

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.1008257
                9667938
                36405154
                7478b9ad-50ca-4ede-8a10-58164cae91b3
                Copyright © 2022 Pang.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 31 July 2022
                : 20 September 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 102, Pages: 12, Words: 10672
                Funding
                Funded by: Ministry of Education in China
                Award ID: 2021110080
                Funded by: Hainan Normal University , doi 10.13039/501100003464;
                Award ID: hsjg2021-23
                Categories
                Psychology
                Conceptual Analysis

                Clinical Psychology & Psychiatry
                social media,flipped learning,critical thinking,learner engagement,efl learners

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