Bibliographic Details
| Title: |
The effect of the flipped classroom approach on creative thinking, self-esteem, and social interaction of English foreign language learners in intermediate level. |
| Authors: |
Zhai, Yue, Charmi, Mahdis, Izadpanah, Siros |
| Source: |
Journal of Computing in Higher Education; Mar2026, Vol. 38 Issue 1, p413-447, 35p |
| Subject Terms: |
Flipped classrooms, Creative thinking, Self-esteem, Language ability, Activity programs in education, Active learning, Limited English-proficient students, Social interaction |
| Abstract: |
The flipped classroom approach involves restructuring traditional classroom instruction and facilitating students' active involvement with educational resources beyond the classroom setting. This approach allows for in-class activities that promote active learning and collaboration. The present study directed to investigate the influence of the flipped classroom on creative thinking, self-esteem, and social interaction among intermediate-level language learners. However, there has been limited discussion on this topic so far. In 2023, researchers employed a multi-stage cluster sampling technique to select participants. A total of 420 intermediate language learners from various institutions were randomly divided into an experimental group (210 learners) and a control group (210 learners). To ensure participant homogeneity, the Oxford placement test was used to assess the language proficiency of the learners. The research instruments included the Torrance creative thinking scale, the Rosenberg self-esteem scale, and the Garsham and Elliott social interaction scale. Descriptive and inferential statistics were employed to evaluate the data applying SPSS 25 and Amos 24 software. The findings from both descriptive and inferential analyses imply that the flipped classroom approach has a significant impact on creative thinking, self-esteem, and social interaction among English foreign language learners (EFLLs). Language educators are encouraged to adopt specific elements of this approach, such as structured pre-class activities (e.g., video lectures), interactive in-class discussions, and collaborative projects, to create engaging learning environments for EFLLs. Further research should explore the long-term effects of the flipped classroom on language retention and learner motivation, as well as its applicability across various proficiency levels, age groups, and cultural contexts. [ABSTRACT FROM AUTHOR] |
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| Database: |
Complementary Index |