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.
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- Partial requirement for: Ed.D., Arizona State University, 2019Note typethesis
- Includes bibliographical references (pages 84-87)Note typebibliography
- Field of study: Educational Leadership and Policy Studies