Abstract
Recently, Massive Open Online Courses (MOOCs) and problem-based learning (PBL) have been popular in higher education. However, there is little research about the effects of PBL with collaborative learning in the flipped classroom on affective processes in English class to influence students’ learning. This study investigates problem-based English learning using flipped MOOCs, combined with ZOOM meetings for group-based discussion in the classroom to examine the relationships among social problem-solving orientations, self-efficacy, motivation, and the willingness to communicate (WTC) of Japanese EFL (English as a Foreign Language) learners. To conduct this investigation, online questionnaires were administered to university EFL students in Japan and in Malaysia. We found that collaborative learning in this PBL setting had a positive effect on self-efficacy, WTC, motivation, and positive problem-solving orientation. We also found that collaborative learning was the strongest predictor of self-efficacy.
