Impact of Integrating Videos on Personal Potential and Discussion-Oriented Flipped Classrooms on Students’ Motivation in a Professional English Course

The study aimed to reveal the capacity of discussion-oriented flipped classrooms exploiting educational video materials on self-development to increase students’ motivation in a Professional English course. The authors exploited a mixed-methods research methodology, represented by a descriptive cross-sectional quantitative-based (pedagogical experiment; analysis of the data collected in a statistically valid manner, i.e., via the method of mathematical statistics to establish quantitative values of the level of students’ motivation to learn professional English through integrating into the educational process a discussion-oriented flipped classroom with video materials on developing personal potential) and qualitative-based (survey; observation of the participants in the educational process; analysis and generalization of the problem under research) design. The significance of the study lies in increasing efficiency of the educational processes of a Professional English course grounded on adequate content integration of videos concerning developing personal potential of students, on the one hand, and on the organizational integration of a discussion-oriented flipped classroom, on the other hand. The data collected can contribute to further research on enhancing the motivation of medical students to learn English for professional use through different multimodal resources. A discussion-oriented flipped classroom is viewed as an effective teaching method which has a positive impact on student’s motivation when implemented in a Professional English course. The positive dynamics of the student’s motivation to learn English for professional use were experimentally proven.