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Abstract Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can be detrimental because learner expectations may impact motivation and learning (Chang, Wall, Tare, Golonka, & Vatz, 2014). The current study explored the use of a video to (re)mediate students’ expectations and understanding of the inverted classroom. Research questions explored the extent to which the use of an instructional video that explained this pedagogical model impacted learners’ expectations and affective orientation to the course structure and whether individual differences moderated this impact. Results showed that the video adjusted students’ expectations, particularly in the area of second language prevalence in the classroom. In addition, there was a significant pre‐post increase in students’ comfort with the inverted model. Finally, significant differences among learner subgroups at the beginning of the semester were no longer present at the course's end. These results support the use of an introductory video for mediating learners’ conceptualization of language pedagogy.
Moranski et al. (Wed,) studied this question.