Relations between Instructional Factors and Student Acceptance of Flipped Learning in Chinese Language Learning

Abstract

This study investigated the relations between instructional factors and students’ acceptance and use of flipped learning (FL) in the context of L1 Chinese language learning. A total of 2160 students from ten secondary schools in Hong Kong filled out two questionnaires measuring their perception of the instructional design and implementation of FL in their Chinese language classes and their acceptance of and actual participation in FL activities. Findings of the descriptive analysis indicated that from the perception of students, the design and implementation of FL in Chinese language classes generally adhered to the instructional principles of FL. Students also showed a moderately high level of acceptance of FL and a moderate level of participation in FL activities. The results of structural equation modeling indicated that both the quality of in-class and out-of-class eLearning activities had significant and positive effects on students’ perceived usefulness, ease of use, and enjoyment of FL and, in turn, indirectly affected their actual participation of FL activities. The connection between in-class and out-of-class eLearning activities also had a significant direct effect on student participation. These findings highlight the important role of instructional factors in promoting students’ willingness to accept FL as a new learning approach in a traditional teacher-centered school subject.