Using Flipped Classroom Approach to Integrate SRL Instruction in Classical Chinese Reading Instruction: Insights from the First-Year Results

This study adopted a flipped classroom (FC) approach to combine the instructional principles of self-regulated learning (SRL) and eLearning activities in a two-year intervention program to facilitate Hong Kong students' learning of classical Chinese (CC). Using a quasi-experimental design, students from three Hong Kong secondary schools were assigned to three different treatment groups: SRL instruction plus out-of-class eLearning, SRL instruction only, and control. Pre- and post-treatment measures of CC reading comprehension tests and student questionnaires were used to evaluate the effectiveness of the program on enhancing students' strategy use, motivation, and performance in CC reading. This paper reports the findings from the quantitative data collected in the first-year of the study. The findings indicated that while all treatment groups showed significant improvements in the CC reading post-test, only students in the two experimental groups significantly increased their use of CC reading strategies, self-efficacy, and intrinsic motivation. The findings offer promising preliminary evidence supporting the viability and advantages of integrating SRL instruction and FC as an effective instructional approach to enhance student learning within a conventional academic domain.