Articles
DOI DOI: 10.67942/ijcer.2026.13.3.1104

Metacognitive Scaffolding in Technology-Enhanced Flipped Learning: Effects on L2 Pronunciation in Higher Education

Qi Pan1, Nurul Farhana Binti Jumaat2, Hassan Abuhassna3, Fangyuan Meng 4
  1. 1 Zaozhuang University, School of Foreign Languages, Zaozhuang, China
  2. 2 Universiti Teknologi Malaysia, Faculty of Social Sciences and Humanities, School of Education, Johor Bahru, Malaysia
  3. 3 UCSI University, Faculty of Social Sciences & Liberal Arts, Kuala Lumpur, Malaysia
  4. 4 Qilu Normal University, School of Teacher Education, Jinan, China

Abstract

This study examined the integration of metacognitive scaffolding into a technology-enhanced flipped classroom for French pronunciation learning in higher education. A quasi-experimental design was employed with 66 second-year undergraduates learning French as a second foreign language. Participants were divided into an experimental group (FC with metacognitive scaffolding, n=33) and a control group (FC without scaffolding, n=33). Pre- and post-tests of French pronunciation, alongside content analysis of instructor–learner interactions, were conducted. Results indicated that the experimental group showed greater improvement in pronunciation performance than the control group. Content analysis identified MS4 (34.4%) as the most frequently implemented mechanism, followed by MS3 (21.8%), MS1 (19.2%), MS5 (14.0%), and MS7 (5.8%). Exploratory association rule mining further identified co-occurrence patterns between specific frequency ranges of MS3, MS5, and MS7 and Grade A pronunciation performance. These findings demonstrate that integrating metacognitive scaffolding into FC significantly strengthens French language learners’ pronunciation. Furthermore, practical implications for integrating metacognitive scaffolding in flipped classrooms are also discussed.

How to Cite

Pan, Q., Binti Jumaat, N. F., Abuhassna, H., & Meng , F. (2026). Metacognitive Scaffolding in Technology-Enhanced Flipped Learning: Effects on L2 Pronunciation in Higher Education. International Journal of Contemporary Educational Research, 13(3), 203–221. https://doi.org/10.67942/ijcer.2026.13.3.1104
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