Students' Perceived Engagement in a Technology-Enhanced Flipped Language Classroom

摘要

This study aims at identifying students' perceived engagement in the flipped mastery classroom. The data was assembled using a quantitative approach, i.e. questionnaire surveys. The respondents of this study were 54 undergraduate students from two flipped language classrooms at a University in Indonesia. The results of the questionnaire surveys designate that the flipped mastery classroom had enhanced students' engagement - behavioral, agentic, cognitive and emotional. From the analysis of independent sample t-test, it shows that there were no significant differences in survey results between the two groups - English and Arabic. A notable distinction only showed in item 4 with t = 7.44, p=.009, (p <; .05), item 6 with t = 11.3, p=.00l, (p <; .05) and item 7 with t = 4.55, p=.038, (p <; .05). This learning environment has successfully promoted student-centered and a new culture of pedagogy in higher education. Policymakers and practitioners should seriously examine the research on the flipped classroom to transform the traditional teacher - students centered to student-teacher centered learning environment, particularly in language learning.