An Empirical Study on the Impact of Flipped Classroom on Students’ Achievement, Motivation and Engagement of Business English Writing

Acosta-Gonzaga, E. (2023). The effects of self-esteem and academic engagement on university students’ performance. Behavioral Sciences, 13(4), 348.
Sirakaya, D., & Ozdemir, S. (2018). The effect of a flipped classroom model on academic achievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.
Baepler, P., Walker, J., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of educational research, 91(6), 878-918.
Buck, T. (2013). The massive effect of MOOCs on higher education. Ed Tech Magazine, 24.
Carreira, J. M. (2012). Motivational orienations and psychological needs in EFL learning among elementary school students in Japan. System, 40(2), 191-202.
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743-3769.
Hsieh, J. S., Wu, W.-C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer assisted language learning, 30(1-2), 1-21.
Chili, M., & Madzimure, J. (2022). USING SURVEYS OF STUDENT ENGAGEMENT TO UNDERSTAND AND SUPPORT FIRST-TIME ENTERING STUDENTS AT A UNIVERSITY OF TECHNOLOGY. ScienceRise: Pedagogical Education, 51(6).
Moura, V. F., Souza, C. A., & Viana, A. B. N. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, 104077.
Deci, E. L., Ryan, R. M., Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. Intrinsic motivation and self-determination in human behavior, 11-40.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited: Routledge.
Felaza, E., Findyartini, A., Setyorini, D., & Mustika, R. (2020). How Motivation Correlates with Academic Burnout: Study Conducted in Undergraduate Medical Students. Education in Medicine Journal, 12(1).
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. In (Vol. 43, pp. 1-4): Elsevier.
Fritea, I., & Fritea, R. (2013). Can motivational regulation counteract the effects of boredom on academic achievement? Procedia-Social and Behavioral Sciences, 78, 135-139.
González, A., & Paoloni, P. V. (2015). Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes. Anales de Psicología/Annals of Psychology, 31(3), 869-878.
Graham, M., McLean, J., Read, A., Suchet-Pearson, S., & Viner, V. (2017). Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course. Journal of Geography in Higher Education, 41(3), 403-417.
Gustian, K., Aridah, A., & Rusmawaty, D. (2023). The benefits of flipped classroom model for Efl learners. Journal on Education, 5(4), 13918-13935.
Han, E., & Klein, K. C. (2019). Pre-class learning methods for flipped classrooms. American journal of pharmaceutical education, 83(1), 6922.
Kaplan, A., Garner, J. K., & Brock, B. (2019). Identity and motivation in a changing world: A complex dynamic systems perspective. In Motivation in education at a time of global change (Vol. 20, pp. 101-127): Emerald Publishing Limited.
Kim, H. J., Hong, A. J., & Song, H.-D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International journal of educational technology in higher education, 16(1), 1-18.
Marca, A., & Longo, L. (2017). Addressing student motivation, self-regulation, and engagement in flipped classroom to decrease boredom. International Journal of Information and Education Technology, 7(3), 230.
Li, S., & Lajoie, S. P. (2022). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education, 37(3), 833-852.
Liu, M., Kang, J., Cao, M., Lim, M., Ko, Y., Myers, R., & Schmitz Weiss, A. (2014). Understanding MOOCs as an emerging online learning tool: Perspectives from the students. American Journal of Distance Education, 28(3), 147-159.
Lu, O. H., Huang, A. Y., Huang, J. C., Lin, A. J., Ogata, H., & Yang, S. J. (2018). Applying learning analytics for the early prediction of Students' academic performance in blended learning. Journal of Educational Technology & Society, 21(2), 220-232.
Meece, J. L. (2023). The role of motivation in self-regulated learning. In Self-regulation of learning and performance (pp. 25-44): Routledge.
Mercer, S. (2019). Language learner engagement: Setting the scene. Second handbook of English language teaching, 643-660.
Miquelon, P., & Castonguay, A. (2017). Integrated regulation, behavior consistency, and physical activity maintenance. Motivation Science, 3(1), 76.
Mittal Bishnoi, M. (2020). Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition.
Mohamed Mohamed Bayoumy, H., & Alsayed, S. (2021). Investigating relationship of perceived learning engagement, motivation, and academic performance among nursing students: A multisite study. Advances in Medical Education and Practice, 351-369.
Moser, A. (2020). Written corrective feedback: The role of learner engagement. Cham: Springer.
Nitta, R. (2013). Understanding motivational evolution in the EFL classroom: A longitudinal study from a dynamic systems perspective. Language learning motivation in Japan, 268-290.
Oraif, I. M. K. (2018). An investigation into the impact of the flipped classroom on intrinsic motivation (IM) and learning outcomes on an EFL writing course at a university in Saudi Arabia based on self-determination theory (SDT). University of Leicester,
Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. Frontiers in Psychology, 13, 1000069.
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The modern language journal, 104(1), 209-232.
Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of educational psychology, 106(2), 527.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 17, 74-84.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Selart, M., Nordström, T., Kuvaas, B., & Takemura, K. (2008). Effects of reward on self?regulation, intrinsic motivation and creativity. Scandinavian Journal of Educational Research, 52(5), 439-458.
Shahnaz, S. M. F., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2), 147-173.
Sookoo-Singh, N., & Boisselle, L. N. (2018). How Does The “Flipped Classroom Model” Impact On Student Motivation And Academic Achievement In A Chemistry Classroom? Science Education International, 29(4).
Trautner, M., & Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and individual differences, 80, 101890.
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2023). Motivation research in writing: Theoretical and empirical considerations. Motivating Writers in Class, 5-28.
Yan, S. (2021). The Effect of Learning Engagement on Learning Burnout of College Students: Taking Academic Self-efficacy as a Mediating Variable. BCP Education & Psychology, 3, 213-224.
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546.
Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International review of research in open and distributed learning, 17(3), 313-340.

Xiaoying, L., & Samah, N. A. (2024). An Empirical Study on the Impact of Flipped Classroom on Students’ Achievement, Motivation and Engagement of Business English Writing. International Journal of Academic Research in Business and Social Sciences, 14(9), 504–518.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode