# Exploring cognitive and motivational impacts of flipped English classrooms: perspectives from teachers in a Chinese art university

## TL;DR

This study explores how flipped classrooms affect English teachers' cognition and motivation at a Chinese art university, revealing both benefits and challenges.

## Contribution

The study provides new insights into flipped classroom implementation in a specialized Chinese art university context, emphasizing teacher experiences and contextual challenges.

## Key findings

- Flipped classrooms increased teachers' autonomy and professional satisfaction.
- Teachers faced challenges like student resistance and increased workload.
- Contextual constraints like limited technology support hindered flipped classroom effectiveness.

## Abstract

This qualitative study examines the cognitive and motivational impacts of flipped classrooms on English teachers at a Chinese art university, drawing on self-determination theory and social constructivism.

Data were collected through semi-structured interviews and classroom observations with English teachers implementing flipped classroom pedagogy, and analyzed thematically to capture teachers’ experiences and perceptions.

The findings indicate that flipped classrooms enhanced teachers’ autonomy, professional satisfaction, and classroom flexibility, facilitating a shift from textbook-based instruction to more student-centered approaches. However, teachers also reported challenges, including student resistance rooted in passive learning habits and the increased workload associated with preparing pre-class materials. These challenges were intensified by contextual constraints in Chinese art education, such as inconsistent access to learning management systems, limited instructional technology support, and insufficient professional development in digital pedagogy.

The study highlights the importance of addressing both cognitive and motivational dimensions when implementing flipped classrooms, particularly in resource-constrained and discipline-specific contexts. By foregrounding teachers’ experiences in a specialized institutional setting, this research contributes to flipped learning scholarship and offers practical insights for fostering sustainable pedagogical innovation.