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The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom

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Abstract

The educational transformation of flipped classroom continues to be the important approach to increasing students’ readiness for flipped learning. To successfully implement the flipped classroom, students’ readiness to use the materials delivered to them in the pre-class session and parent-school involvement should be part of the process to improve this student-centered learning approach. However, little is known concerning the assessment of students’ readiness to learn through the WBI in a flipped classroom and the role of parent-school involvement in student-centered learning approach. Hence, this study aims to extend the UTAUT model by considering the experience expectancy, parent-school involvement, perceived behaviour control and perceived self-efficacy factors to investigate high school students’ acceptance of WBI for flipped classroom (FC) approach. A total of 320 senior high school students in English Literature class were selected for the study using structured equation modelling to analyse the survey questionnaire data. The results revealed that performance expectancy, effort expectancy, parent-school involvement, perceived self-efficacy and experience expectancy have positive influence on students’ behavioural intention to use WBI. Also, this current study identified that, the perceived behavioral control has an insignificant effect on students’ behavioral intention to use WBI for FC approach. Detailed results and educational implications are discussed.

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  1. English Language Teaching Department, Cyprus International University, Nicosia, North Cyprus, Via Mersin 10, Turkey

    Clifford Agyei & Özge Razi

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  1. Clifford Agyei
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Appendix

Appendix

1.1 PART 1 – Background Information

  1. 1.

    Gender [] Female [] Male

  2. 2.

    Have you learn English language using video lectures before going to classroom [] Yes [] No

  3. 3.

    Are you in [] Urban school [] Rural school

Item

SD

D

N

A

SA

Performance Expectancy

     

1. The flipped learning responses to purposes, objectives, learning activities of the course.

     

2. The flipped learning helps to contribute my language learning.

     

3. The flipped classroom has suitable tools for supporting my learning

     

Act as a volunteer at the school

     

My parents Take part in parent–teacher organization activities.

     

My parents attend parent–teacher organization meetings

     

My parents belong to parent–teacher organization

     

Perceived Behavioral Control

I have sufficient extent of self-confidence to make a decision to adopt Web-based learning environment

     

I have sufficient extent of control to make a decision to adopt Web-based learning environment

     

I have sufficient extent of knowledge to use Web-based learning environment

     

Perceived Self-Efficacy

I am confident about using a Web-based learning environment for my English Literature lessons

     

Using a Web-based learning environment for my English Literature lessons would not be a challenge for me

     

I am confident about using a Web-based learning environment for my English Literature lessons

     

Intention to adopt Web-based learning environment

I predict I would use a Web-based learning environment for my English Literature lessons

     

I plan to use a Web-based learning environment if English Literature lessons have Web-based learning environment

     

I intend to adopt Web-based learning environment for English Literature lessons

     

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Agyei, C., Razi, Ö. The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom. Educ Inf Technol 27, 1865–1882 (2022). https://doi.org/10.1007/s10639-021-10657-2

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