ABSTRACT Flipped learning has gained significant promotion in higher education, while EFL learners lack the willingness to communicate in the offline classroom after they learn online. Given the insufficient understanding of the phenomenon in flipped learning settings, this study aims to comprehensively inquire into university EFL learners’ perceptions of flipped learning and unveil the reasons that lead to an unwillingness to communicate based on Bronfenbrenner’s nested ecological system model. A qualitative research endeavor, grounded in the nested ecological framework, was made through semi-structured interviews with a cohort of 12 university EFL learners. This study unpacked various factors indicating micro, meso-, exo-, macro-, and chronosystem, influenced their unwillingness to communicate in the flipped learning. Specifically, unwillingness was explained by nine factors, and they are introversion, listener identity, low linguistic self-efficacy, and pedagogy lack at microsystem; lack of interest, unfamiliarity, and insufficient self-control in online pre-learning at mesosystem; overwhelming workload and implicit assessment criteria at exosystem; avoidance of any potential conflict and embarrassment at macrosystem. Furthermore, in the chronosystem, the dynamic and developmental trajectory of communication intention emerges. The findings of the study enhanced people’s understanding of Bronfenbrenner’s nested ecological system model in explaining unwillingness to communicate in the flipped learning setting. Particularly, the cultural factors provide unique perspectives for research in UWTC and provide pedagogical implications for teachers’ continuing professional development.
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