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oai:keep.lib.asu.edu:node-1570672024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items

157067 https://hdl.handle.net/2286/R.I.53491 http://rightsstatements.org/vocab/InC/1.0/ 2019 113 pages : illustrations Doctoral Dissertation Academic theses Text eng Rama, Rashmi Gee, Elisabeth Buss, Ray R. Mayes, Eric Arizona State University Partial requirement for: Ed.D., Arizona State University, 2019 Includes bibliographical references (pages 84-87) Field of study: Educational Leadership and Policy Studies The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model. Foreign language education Education (Higher) Education Collaborative Learning communicative approach Flipped classrooms Self-efficacy Spanish Student Engagement Active learning Self-efficacy Language and languages--Study and teaching (Higher) Language and languages Collaborative language learning in higher education: student engagement and language self-efficacy in a communicative, flipped context