Effects of instructional factors on students’ acceptance of and participation in flipped language learning

Abstract

Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and implementation in their Chinese language classes and their acceptance and participation in FL activities. Descriptive analysis indicated that students perceived a moderately high degree of consistency between the design and implementation of FL activities in their Chinese language classes and the various instructional principles of FL. Students’ perceptions about FL were positive and their intention to use this new approach to learn Chinese was high. Structural equation modelling showed that the quality of FL tasks significantly and positively affected students’ perceptions about the usefulness, ease of use, and enjoyment of FL, which, in turn, indirectly influenced their intentional and actual use of FL. The findings provide insights for improving students’ acceptance of FL as a novel learning approach within traditional language learning in school.