The impact of national cultural framework on college students' willingness to communicate in oral English tasks in flipped classroom mode: a quasi experimental study.
- 1College of Foreign Languages, Hezhou University, Hezhou, China.
Abstract
Against the backdrop of "telling Chinese stories well in English," a core value orientation of college English education in the new era, college oral English teaching undertakes the dual mission of fostering language proficiency and shaping cultural confidence. This study takes the flipped classroom model as the implementation carrier, constructs a national cultural framework with three dimensions of cultural cognition, cultural expression and cultural identity, and adopts a non-equivalent control group pretest-posttest quasi-experimental design to explore its effects and mechanisms on college students' oral English willingness to communicate (WTC). Participants include 86 non-English major freshmen from a local comprehensive university in East China, divided into an experimental group (n = 43) receiving flipped classroom instruction integrated with the national cultural framework, and a control group (n = 43) receiving conventional themed flipped classroom teaching. The full intervention cycle lasts 16 weeks. Data are collected through oral English proficiency tests, L2 WTC scales, national culture framework scales, structured classroom observations and semi-structured interviews. Quantitative data are statistically analyzed with SPSS 26.0, and qualitative data are summarized via thematic coding. Results show that the experimental group achieves significantly higher post-test WTC scores with a large effect size. Cultural expression and cultural identity exert significant positive predictive effects on WTC, while the direct predictive effect of cultural cognition is not significant. Interview themes suggest reduced oral anxiety, enhanced self-efficacy and greater intrinsic motivation as possible explanations for these associations; mediation pathways were not statistically tested. This study verifies the facilitative effect of local cultural content on L2 WTC, providing replicable practical paradigms and empirical evidence for the ideological and political construction of college English courses and oral English teaching reform.
Related
- Perceived social support, academic buoyancy, and L2 willingness to communicate among Chinese EFL undergraduates: a structural equation modeling study
- Second language identity negotiation and willingness to communicate: the roles of belonging and cross-cultural contact
- Comparing self-regulation, anxiety, and willingness to communicate across blended, face-to-face, and online instruction in female EFL learners
- eNeuro Assessments: A Standardized Way to Communicate Research Quality
- mzQC: a versatile way to communicate quality information for biological mass spectrometry
BibTeX
@article{he2026impact,
title = {{The impact of national cultural framework on college students' willingness to communicate in oral English tasks in flipped classroom mode: a quasi experimental study.}},
author = {Pingting He},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1910813},
url = {https://europepmc.org/article/MED/42909014},
note = {CC BY},
}
RIS
TY - JOUR
TI - The impact of national cultural framework on college students' willingness to communicate in oral English tasks in flipped classroom mode: a quasi experimental study.
AU - Pingting He
PY - 2026
DA - 2026/10/07
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1910813
UR - https://europepmc.org/article/MED/42909014
AB - Against the backdrop of "telling Chinese stories well in English," a core value orientation of college English education in the new era, college oral English teaching undertakes the dual mission of fostering language proficiency and shaping cultural confidence. This study takes the flipped classroom model as the implementation carrier, constructs a national cultural framework with three dimensions of cultural cognition, cultural expression and cultural identity, and adopts a non-equivalent control group pretest-posttest quasi-experimental design to explore its effects and mechanisms on college students' oral English willingness to communicate (WTC). Participants include 86 non-English major freshmen from a local comprehensive university in East China, divided into an experimental group (n = 43) receiving flipped classroom instruction integrated with the national cultural framework, and a control group (n = 43) receiving conventional themed flipped classroom teaching. The full intervention cycle lasts 16 weeks. Data are collected through oral English proficiency tests, L2 WTC scales, national culture framework scales, structured classroom observations and semi-structured interviews. Quantitative data are statistically analyzed with SPSS 26.0, and qualitative data are summarized via thematic coding. Results show that the experimental group achieves significantly higher post-test WTC scores with a large effect size. Cultural expression and cultural identity exert significant positive predictive effects on WTC, while the direct predictive effect of cultural cognition is not significant. Interview themes suggest reduced oral anxiety, enhanced self-efficacy and greater intrinsic motivation as possible explanations for these associations; mediation pathways were not statistically tested. This study verifies the facilitative effect of local cultural content on L2 WTC, providing replicable practical paradigms and empirical evidence for the ideological and political construction of college English courses and oral English teaching reform.
SN - 1664-1078
ER -