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Exploring Arabic, Russian, and Spani...

Daoud, David,

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Exploring Arabic, Russian, and Spanish Native Language Teachers' Perceptions of the Flipped Classroom Model Through the Lens of the Technology Acceptance Model (TAM2) /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Arabic, Russian, and Spanish Native Language Teachers' Perceptions of the Flipped Classroom Model Through the Lens of the Technology Acceptance Model (TAM2) // David Daoud.
Author:	Daoud, David,
Description:	1 electronic resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32042003
ISBN:	9798315762256

Exploring Arabic, Russian, and Spanish Native Language Teachers' Perceptions of the Flipped Classroom Model Through the Lens of the Technology Acceptance Model (TAM2) /
Daoud, David,

Exploring Arabic, Russian, and Spanish Native Language Teachers' Perceptions of the Flipped Classroom Model Through the Lens of the Technology Acceptance Model (TAM2) /David Daoud. - 1 electronic resource (138 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

The flipped classroom has become increasingly popular across various educational settings over the last two decades. In the flipped classroom model (FCM), the teacher spends less time on traditional in-classroom activities like lecturing and giving tests, which are instead assigned as homework, and more time on hands-on learning. Although research has shown the FCM is effective in a variety of learning settings, little is known about native language teachers' perceptions of the FCM. This study explored the perceptions of 41 native Arabic, Russian, and Spanish foreign language instructors regarding the FCM at a college-level language institution. The study aimed to examine the effectiveness, usability, and instructional relevance of FCM using the extended Technology Acceptance Model (TAM2). Addressing a gap in research on how native instructors perceive and apply FCM across languages of varying difficulty, the study utilized a survey instrument that included both scaled and open-ended questions to assess five TAM2 dimensions: perceived usefulness, perceived ease of use, job relevance, output quality, and result demonstrability.Findings indicated that instructors generally perceived FCM as valuable and relevant, especially when aligned with job-specific teaching goals. However, ease of use and clear instructional outcomes were noted as areas of concern. While TAM2 variables were strongly interrelated, none significantly predicted native language teachers' adoption of FCM as measured by frequency of use, language type, or semester level. These results suggest that perceptions alone may not drive implementation behavior and that additional contextual or institutional factors likely play a key role. The study recommends language-specific training, adaptable resources, and targeted faculty support to promote effective FCM adoption in diverse language programs.

English

ISBN: 9798315762256Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Technology Acceptance Model

Exploring Arabic, Russian, and Spanish Native Language Teachers' Perceptions of the Flipped Classroom Model Through the Lens of the Technology Acceptance Model (TAM2) /
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