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<p>While the crucial role of teacher readiness in technology-assisted teaching and learning has been well documented, studies on K-12 language teachers’ teaching readiness in the flipped classroom remain relatively few. Informed by the technological pedagogical content knowledge (TPACK) and technology acceptance (TAM) theories, the current research examined K-12 language teachers’ flipped teaching readiness and its relationships with perceived anxiety of flipped teaching and teacher self-efficacy. Data were drawn from 489&#xa0;K-12 pre-service and in-service Chinese language teachers. The findings showed that teacher participants reported a generally high level of flipped language teaching readiness, with gender differences only existing among pre-service language teachers’ flipped teaching readiness. Teacher self-efficacy was found to be significantly related to both pre-service and in-service language teachers’ flipped language teaching readiness, while perceived anxiety of flipped teaching was not associated with flipped language teaching readiness. The findings of this research shed light on how K-12 language teachers’ flipped teaching readiness can be enhanced in language education.</p>

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Ready for flipped foreign language teaching? Understanding K-12 teachers’ flipped language teaching readiness and its relationship with perceived anxiety and self-efficacy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月14日

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  • Shuqiong Luo,
  • Di Zou

摘要

While the crucial role of teacher readiness in technology-assisted teaching and learning has been well documented, studies on K-12 language teachers’ teaching readiness in the flipped classroom remain relatively few. Informed by the technological pedagogical content knowledge (TPACK) and technology acceptance (TAM) theories, the current research examined K-12 language teachers’ flipped teaching readiness and its relationships with perceived anxiety of flipped teaching and teacher self-efficacy. Data were drawn from 489 K-12 pre-service and in-service Chinese language teachers. The findings showed that teacher participants reported a generally high level of flipped language teaching readiness, with gender differences only existing among pre-service language teachers’ flipped teaching readiness. Teacher self-efficacy was found to be significantly related to both pre-service and in-service language teachers’ flipped language teaching readiness, while perceived anxiety of flipped teaching was not associated with flipped language teaching readiness. The findings of this research shed light on how K-12 language teachers’ flipped teaching readiness can be enhanced in language education.