Effects of an Integrated ARCS-Flipped Model on Technology-Enhanced Chinese Listening and Motivation

Abstract

This quasi-experimental study, grounded in the need to explore effective pedagogical models in Teaching Chinese as a Foreign Language (TCFL), examined the impact of integrating the ARCS motivation model with a flipped classroom approach on international students’ Chinese listening proficiency and motivation. 49 undergraduates from a medical program were assigned to either an experimental group (ARCS-flipped model, n = 24) or a control group (traditional instruction, n = 25). Both groups completed HSK Level 3 listening pre- and post-tests and a post-intervention ARCS motivation questionnaire. MANOVA results showed that the experimental group significantly outperformed the control group in listening scores, confirming the effectiveness of the integrated model. Regarding motivation, the experimental group showed slightly higher means in confidence and attention; however, compared to expectations, ARCS overall motivation was not significantly different, possibly due to high initial motivation and ceiling effects. Correlation analyses revealed positive links between motivation and listening performance in both groups, varying by dimension and instructional context. The findings support the value of combining ARCS motivational design with flipped learning in Teaching Chinese as a Foreign Language (TCFL) and emphasize the need for adaptive, learner-centered strategies to sustain motivation.