外语翻转课堂促学效能差异的对比研究

A comparative study on the learning facilitation efficacy of EFL Flipped Classroom pedagogy

本研究基于大学英语翻转课堂教学实践,对比分析了同一翻转课堂教学模式下正性和负性体验学习者的有效学习机制差异。数据驱动的探索性因子分析显示,两组学习者的有效学习受到5个共同因子的影响,但两组学习者有效学习因子结构的促学效能机制不同,正性体验学习者的首要促学因子是课堂活动促学效能,负性体验学习者的首要促学因子是在线任务促学效能。研究结果表明,外语翻转课堂有效促学依赖于学习者从网络环境的语言输入学习成功过渡到课堂环境的语言输出运用,二者互动协同才能最大化发挥翻转课堂教学模式的促学效能。

Based on the pedagogical practice in the College English Flipped Classroom, the present study compared the learning mechanisms of the learners with positive experiences and negative ones in the same instrnctional mode. Data-driven exploratory factor analyses showed that language learning of the two groups was affected by 5 shared factors. However, the shared factors showed different structural weight on the two groups. The primary factor facili- tating learning efficacy of the positive experience group was classroom learning activities, while that of the negative experience group was online learning tasks. These results suggest that effective learning with the Flipped Classroom pedagogy requires foreign language learners＇ successful transition from online language input learning to language out- put and usage in classroom activities. The Flipped Classroom instructional efficacy relies on the interactive synergy of the two dimensions.