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<p>Integrating emerging technologies in flipped learning enhances EFL students’ engagement. Grounded in activity theory, this study aimed to explore whether there are significant differences between young adult and adolescent flipped-taught EFL intermediate learners in their grit, learning engagement, and growth mindset. Sixty native Persian-speaking intermediate-level learners participated in this study. Participants were divided into two age groups: adolescents (12–19 years old) and young adults (20–29). A quasi-experimental comparative design was employed. Instruments included the Oxford Quick Placement Test, Student Engagement Scale, Language Mindset Inventory (LMI) and L2 Grit Scale (L2GS). After pilot-testing the research tools, the participants were homogenized using the OQPT. The flipped teaching approach was structured into three phases: before class, during class, and after class. Data were collected using Telegram and face-to-face classroom interactions. The findings revealed that young adults had significantly higher mean scores on the L2 Grit Scale compared to adolescents, while adolescents exhibited significantly higher levels of learning engagement than young adults. However, an independent samples t-test disclosed no statistically significant difference in growth mindset scores between the two age cohorts under scrutiny. Given these insights, flipped learning should engage adolescents with interactive tools and support young adults’ grit through self-regulation strategies and personalized experiences.</p>

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Grit, learning engagement and growth mindset in flipped-taught EFL learners through the window of activity theory

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Samira Hassanpour,
  • Hajar Ghafarpour,
  • Shakiba Rostami

摘要

Integrating emerging technologies in flipped learning enhances EFL students’ engagement. Grounded in activity theory, this study aimed to explore whether there are significant differences between young adult and adolescent flipped-taught EFL intermediate learners in their grit, learning engagement, and growth mindset. Sixty native Persian-speaking intermediate-level learners participated in this study. Participants were divided into two age groups: adolescents (12–19 years old) and young adults (20–29). A quasi-experimental comparative design was employed. Instruments included the Oxford Quick Placement Test, Student Engagement Scale, Language Mindset Inventory (LMI) and L2 Grit Scale (L2GS). After pilot-testing the research tools, the participants were homogenized using the OQPT. The flipped teaching approach was structured into three phases: before class, during class, and after class. Data were collected using Telegram and face-to-face classroom interactions. The findings revealed that young adults had significantly higher mean scores on the L2 Grit Scale compared to adolescents, while adolescents exhibited significantly higher levels of learning engagement than young adults. However, an independent samples t-test disclosed no statistically significant difference in growth mindset scores between the two age cohorts under scrutiny. Given these insights, flipped learning should engage adolescents with interactive tools and support young adults’ grit through self-regulation strategies and personalized experiences.