Innovation in Language Learning

The aim of this research is twofold: to design a flipped classroom approach to English oral training and to evaluate its motivational constructs of the flipped learning. The instructional designs were as follows: at home, students watched the assigned video clips from a web-based English-learning-video platform VoiceTube; through the multimedia messaging service (MMS) Line, they did the speaking homework and submit it to the teacher prior to the class. The implementation of flipped learning was conducted in a regular course context in an English department in Taiwan, where 42 freshmen participated as the course requirement. A questionnaire, based on Keller's ARCS model of motivating instruction, the expectancy-value theory, and the Self Determination Theory, was created and conducted to evaluate the motivational constructs. Quantitative survey data indicate that students’ perceptions of web-based instruction,  task values and self-efficacy in doing the speaking homework are significantly positive and satisfying, suggesting that students are motived in the flipped learning as they have developed independence, discipline, and confidence in learning to speak in English. Pedagogical implication is that the available web-enhanced language learning platforms like VoiceTube and the communication tools of MMS like Line can have a role to play in serving the continuous process of language learning input and output in the EFL context to engage learners to use the language in speaking.