Abstract
Aural decoding skill, the ability to recognize words from speech, is crucial for English as a Foreign Language (EFL) listening. Yet, mastering decoding is challenging due to word variations and blending in natural spoken English. Online decoding training is vital for EFL learners because it provides opportunities for consistent and intensive practices. However, students’ disengagement and perceived difficulty plague online decoding training. The flipped SEF (suitability, explore, feedback)-ARCS (attention, relevance, confidence, satisfaction) decoding model holds potential in addressing these challenges. This instructional model combines the flipped learning approach, SEF decoding principles and the ARCS motivational model. However, although this model has been shown to improve learning outcomes for EFL learners at post-intervention stages, its role in enhancing students’ actual engagement and performance during the learning process requires further investigation. This is crucial as low levels of actual engagement or performance during the everyday practices can dampen learners’ motivation for ongoing decoding practice. Therefore, this study investigates the impact of the flipped SEF-ARCS decoding model by comparing three groups: an online out-of-class decoding training using the flipped SEF-ARCS decoding model (EG2), an online out-of-class decoding training using the conventional decoding approach (EG1), and a control group without online out-of-class decoding training (CG). Results indicated that the flipped SEF-ARCS model significantly improved student behavioral and cognitive engagement, and their actual performance during daily practice compared to the conventional decoding approach. Understanding how the flipped SEF-ARCS decoding model influences both actual engagement and performance can offer valuable insights into designing effective online decoding training programs for EFL learners.
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