K-12 teacher readiness for flipped foreign language teaching
Scale development and validation
Bibliographic Data
| ID | 21743978 |
|---|---|
| Authors | Shuqiong Luo (0000-0002-8895-8605, University of Macau), Di Zou (0000-0001-8435-9739, Education University of Hong Kong, corresponding author) |
| Year | 2024 |
| Volume | 56 |
| Issue | 6 |
| Pages | 674-690 |
| Publication date | 2024-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2023.2196459 |
| OpenAlex | W4362697270 |
| Language | EN |
| Citations received | 4 |
| References cited | 58 |
Although studies investigating online learning and teaching have proliferated recently, one area that has been underexplored is foreign language teachers’ readiness to incorporate the flipped classroom into their repertoire at the K-12 level. Accordingly, the present study aims to provide an instrument to assess K-12 foreign language teachers’ teaching readiness to flip their classes. The study draws on data from 489 pre-service and in-service K-12-level foreign language teachers using an online platform during the fall of 2022. Results of exploratory factor analysis (EFA) and first- and second-order confirmatory factor analysis (CFA) were attained via responses to a 20-item questionnaire comprising seven dimensions: technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPCK), perceived usefulness (PU), perceived ease of use (PEU), attitude (A), and behavioral intention (BI). Findings revealed that the newly developed instrument measuring teachers’ readiness to flip their classes is valid and reliable. Researchers and teacher educators may use this scale to gain a greater understanding of K-12 foreign language teachers’ readiness for flipped teaching with domain-specific items
Confirmatory factor analysis · Exploratory factor analysis · Flipped Classroom · Foreign language · Language education · Mathematics education · Pedagogy · Psychometrics · Structural equation modeling · Computer Science · Digital literacy in education · Innovative Teaching Methods · Psychology · Technology-Enhanced Education Studies
Chinese students' perspectives on teachers' and parents' behavioral readiness for social and emotional learning
K‐12 English Teachers' ChatGPT ‐Based Digital Literacy
University Learners' Readiness for ChatGPT ‐Assisted English Learning
English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching
The literature review of technology adoption models and theories for the novelty technology
Technological Pedagogical Content Knowledge (TPACK)
Flipped classroom in English language teaching
The technology acceptance model (TAM)
The experience of three flipped classrooms in an urban university
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
Preparing pre-service teachers to integrate technology in education
Technological pedagogical content knowledge – a review of the literature
An item selection procedure to maximise scale reliability and validity
Revisiting technological pedagogical content knowledge
Using the flipped classroom to enhance EFL learning
Self-Efficacy
Cutoff criteria for fit indexes in covariance structure analysis
User Acceptance of Information Technology
A new criterion for assessing discriminant validity in variance-based structural equation modeling
A Brief Tutorial on the Development of Measures for Use in Survey Questionnaires
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities
Profiling teachers' readiness for online teaching and learning in higher education
Comparative analysis of Student's live online learning readiness during the coronavirus (Covid-19) pandemic in the higher education sector
Toward a framework that connects individual TPACK and collective TPACK
Faculty readiness for online crisis teaching
Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching
Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs
The Application of Electronic Computers to Factor Analysis
Those Who Understand
Preparing Teachers to Teach in K-12 Blended Environments
Understanding English teachers’ non-volitional use of online teaching
The "What" and "Why" of Goal Pursuits
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |