Effects of Flipped Classroom on EFL College Students’ Intrinsic Motivation, Extrinsic Motivation and Self-Efficacy

Abstract

The present study aims to explore the effects of the flipped classroom on Korean college students’ intrinsic motivation, extrinsic motivation and self-efficacy in comparison to the traditional EFL classroom, using mixed methods research. Ninety-eight participants (control: 45, experimental: 53) attending the English speaking classes in a Korean university for 12 weeks were asked to respond to Motivated Strategies for Learning Questionnaire (MSLQ) before and after the intervention of flipped classroom. A paired sample t-test and ANCOVA were employed to determine statistically significant differences in students' responses. In addition, the fifteen students in the experimental group participated in the semi-structured interviews. The results showed that only experimental group showed a statistically significant improvement in both intrinsic and extrinsic motivation. Both groups improved their self-efficacy for learning and performance, but the experimental group showed greater improvement. The qualitative data confirmed the quantitative results in more detail. Furthermore, it also provided some suggestions for further study.