A Conceptual Review on EFL Teachers’ Motivation and Engagement in Flipped Classrooms: A Social Networking Platform | ||
| جستارهای زبانی | ||
| Article 11, Volume 14, Issue 3 - Serial Number 75, 1402, Pages 239-264 PDF (746.79 K) | ||
| Document Type: مقاله مروری - تحلیلی | ||
| DOI: 10.48311/LRR.14.3.239 | ||
| Author | ||
| Xiaoqin Wang* | ||
| School of Foreign Languages, Inner Mongolia University of Science and Technology, Baotou Inner Mongolia 014010 China | ||
| Abstract | ||
| Nowadays, the Flipped Classroom (FC) as a new model has become a trend in education especially due to the popularity of online education. Besides, today, social networking has found its way into education so that teachers and learners can use social media as a platform to streamline the educational process. Indeed, social networking has also become a well-known way of teaching that is shifting education while teachers and students work together in class. Furthermore, learners are often provided with new opportunities through social network platforms, and access to new models of communication to interact. Building on self-determination theories, the literature review considers the teachers’ motivation as one of the pivotal concerns about FC and it also puts more emphasis on the role of teachers’ engagement in higher education. Consequently, this review makes an effort to consider both issues, namely teachers’ motivation, and engagement within the process of FC through social networking. Overall, some implications are suggested for language stakeholders in an educational environment to consider the important issues in the process of implementing FC such as various kinds of educational platforms to increase their motivation and engagement. | ||
| Keywords | ||
| flipped classroom; teachers’ engagement; teachers’ motivation; the social networking platform | ||
| References | ||
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