Predictors of Engagement and Success in a Flipped EFL Classroom in China

Abstract

The present study adopted a predictive-correlational design to explore whether self-reported motivated strategies for learning and language-learning strategies of Chinese EFL learners ( N = 97) were associated with the following: (a) engagement with a learning management system (LMS), (b) engagement with flipped-classroom materials, and (c) final grades in a flipped EFL course. The Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) were administered to sophomore-level English writing students in a cross-border higher education setting in the Henan province of China; predictor variables were then explored for association with end-of-term criterion variables operationalized by behavioral and performance data. Results indicated that the MSLQ and SILL failed to predict engagement or success with flipped classroom materials. Instead, the amount of time learners actually spent engaging with flipped materials was significantly, positively associated with student success measured by final grades.