ArticleFrontiers in psychology2026
Fostering speaking gains through flipped instruction: a mixed-methods study of self-regulation, motivation, and foreign language classroom anxiety in Chinese EFL learners.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Flipped instruction has gained traction in computer-assisted language learning, but evidence of its effects on L2 speaking and the underlying affective and motivational mechanisms remains limited, especially for young adult EFL learners in East Asia. Methods: This explanatory sequential mixed methods study examined how a 16-week flipped speaking course influenced Chinese EFL learners' speaking performance, speaking-specific self-regulation, motivation, and foreign language classroom anxiety. Seventy-four first-year English majors were assigned to a flipped group ( Results: Repeated measures ANOVAs showed significantly greater gains in the flipped group for speaking (ηp Discussion: A joint display revealed convergence for self-regulation and intrinsic motivation, expansion for strategic help seeking, and discordance for extrinsic motivation. The findings suggest that flipped instruction enhances L2 speaking by fostering positive emotional engagement and reducing anxiety-driven avoidance while preserving grade-based extrinsic motivation-a pattern consistent with positive psychology perspectives on language learning. Theoretical and pedagogical implications for affective- and motivation-focused interventions in Asia-Pacific EFL contexts are discussed.
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