Speaker
Description
This study investigates using the flipped classroom model to mitigate Foreign Language Anxiety (FLA) among 200+ students at a public university in Shikoku. Grounded in Tokuhama-Espinosa’s (2011) neuroeducational framework, the research compares flipped and traditional instruction via the FLCAS scale. Attendees will explore how pre-class preparation manages cognitive load and reduces perceived threat. Practical, evidence-based strategies for designing anxiety-reducing, university-level interventions will be shared.
Abstract
Foreign Language Anxiety (FLA) is a significant psychological barrier in Japanese university education, often inhibiting communicative output and obstructing fluency. This study explores the efficacy of the flipped classroom model where instructional input is moved to an individual pre-class phase to mitigate FLA among university students. Drawing on Tokuhama-Espinosa’s (2011) framework of Mind, Brain, and Education (MBE) science, the research suggests that increasing predictability and managing cognitive load optimizes the neural pathways required for language acquisition. By minimizing perceived threat through pre-class preparation, the flipped model potentially lowers anxiety before students engage in classroom activities.
Situated at a public university in Shikoku, this research offers a large-scale empirical look at pedagogical interventions. The study utilizes a quasi-experimental framework involving over 200 participants from a multi-faculty cross-section. It compares an experimental group (n>100) using a flipped curriculum with a control group (n>100) receiving traditional teacher-led instruction. Data is primarily collected via the Foreign Language Classroom Anxiety Scale (FLCAS), contributing robust quantitative data to the discussion of learner psychology within the Japanese university sector.
While analysis is currently ongoing, this presentation will provide a detailed breakdown of the university-level instructional design and the specific interventions used. Attendees will learn how to structure flipped materials to better manage student cognitive load and reduce performance-based anxiety. Furthermore, the session will discuss preliminary implications for leveraging these methodologies to foster less anxious L2 learners. Participants will leave with evidence-based strategies applicable to their own university classroom contexts.
Keywords
Mind, brain, cognition
References
Tokuhama-Espinosa, T. (2011). Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching. W. W. Norton & Company.
Short summary
This study investigates using the flipped classroom model to mitigate Foreign Language Anxiety (FLA) among 200+ students at a public university in Shikoku. Grounded in Tokuhama-Espinosa’s (2011) neuroeducational framework, the research compares flipped and traditional instruction via the FLCAS scale. Attendees will explore how pre-class preparation manages cognitive load and reduces perceived threat. Practical, evidence-based strategies for designing anxiety-reducing, university-level interventions will be shared.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Investigating the Impact of Flipped Learning on Foreign Language Anxiety |