Published Sep 30, 2023

Alan C.K. Cheung  


A a result of the development of humanistic psychology in the 1960s, there has been a growing recognition that affective factors can significantly impact the outcomes of education (Lu, 2001). Affective factors in language learning, particularly in second language acquisition, have been reckoned as non-cognitive factors and along with cognitive factors, have sparked substantial attention among academics. Affective variables that may influence foreign language acquisition include a variety of emotions and feelings arising in foreign language classroom such as anxiety, fear, embarrassment, or sense of inferiority. Among them, second language anxiety has long been a popular topic in foreign language instruction research.


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Classroom Teaching

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How to Cite
Cheung, A. C. (2023). The Flipped Classroom: An Effective Model of Active Learning. Science Insights Education Frontiers, 18(1), 2751–2753. https://doi.org/10.15354/sief.23.co118

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