Validating and Extending Ecological Affordance Theory: An Exploratory Mix-method Study Comparing Traditional and Flipped EFL Classrooms

Abstract

Nowadays, the majority of second and foreign language (L2) classes around the world make use of technology-mediated instruction, with the flipped classroom (FC) being the most popular strategy. With the growth of flipped learning in L2 domains, several studies have examined the effectiveness of this instructional strategy in different contexts including English as a foreign language (EFL) classrooms. Nevertheless, most of the earlier inquiries have evaluated the effectiveness of flipped language classrooms in light of traditional, retrospective research approaches. Few studies have used emerging research approaches, including ecological affordance (EA), to assess the effectiveness of flipped language classes. To address this gap, this study examined the effectiveness of traditional and flipped language classes by investigating. In addition, we have to clarify that positive elements do not linearly lead to positive elements, i.e., negative interpretation of the UNIPUS platform may leads to positive actions, or vice versa. The transformation of different processes is more determined by individual differences, such as technology literacy, personal interest etc.(Lambton-Howard et al., 2021). Therefore, the interaction between the three original elements were extended to the nonlinear and complex interaction between five as indicated in Figure 2.
Chinese EFL learners’ performance based on the three components of EA, namely perception, interpretation, and action. To do so, interviews, questionnaires, classroom observations, and narratives were employed in four different phases to collect the data. The study outcomes indicated that learners in flipped and traditional language classes did not differ significantly in terms of positive perception, interpretation, and actions. However, the flipped classroom group demonstrated a greater reduction in negative interpretations and actions. The results of this study may have some theoretical and practical implications for L2 researchers, language teachers, and educational administrators.