Research Article
Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings
Table 3
Results of Spearman’s correlations.
| | | Learning anxiety | Learning motivation | Listening posttest | Structure posttest | Reading posttest | Overall TOEFL posttest score |
| Learning enjoyment | | 0.28 | 0.61 | 0.21 | 0.36 | 0.35 | 0.31 | | 0.16 | 0.001 | 0.30 | 0.07 | 0.08 | 0.12 | Learning anxiety | | | 0.32 | -0.15 | -0.16 | -0.03 | -0.07 | | | 0.11 | 0.47 | 0.44 | 0.89 | 0.72 | Learning motivation | | | | 0.18 | 0.13 | 0.16 | 0.11 | | | | 0.38 | 0.52 | 0.44 | 0.59 | Listening posttest | | | | | 0.64 | 0.56 | 0.77 | | | | | 0 | 0.002 | 0 | Structure posttest | | | | | | 0.71 | 0.90 | | | | | | 0 | 0 | Reading posttest | | | | | | | 0.85 | | | | | | | 0 |
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Correlation is significant at the 0.01 level (2-tailed). |