自主调控翻转课堂中培养英语作为外语学习者的搭配知识:一项混合方法研究

Developing EFL Learners’Collocational Knowledge in Self-Regulated Flipped Classroom:A Mixed-Methods Study

本研究的目标在于探讨翻转教学方法及自主调控翻转教学方法对英语作为外语学习者搭配知识产生的影响。在本研究中,共计30名英语作为外语的学习者被随机分配至两个等规模的实验组:翻转课堂组与自主调控翻转组。为期六周的实验过程中,两组学生在课余时间自学相应学习内容,课堂时间则主要用于开展互动活动。然而,自主调控翻转组运用自我调节策略(包括目标设定和自我评估),以便于他们能够妥善规划课外时间,有效地在课前掌握内容,并在课堂活动中与同学及教师展开协同互动。该项研究通过Whats App向多个小组分发了三段关于搭配的教学视频。研究所使用的测试包括形容词+名词和动词+名词搭配,由研究员制定,用于前测和后测。此外,通过“学习日志”记录了参与者观看搭配视频所耗用的时间。混合设计方差分析结果显示,将自主调控融入翻转教学策略有助于提升学生搭配知识水平;同时,他们的规划技巧及学习时间管理亦有所优化。此项研究对英语作为外语教学领域的教师和教材开发者具有显著启示意义。

This study compares flipped approach with self-regulated flipped approach on EFL learners’collocational knowledge.Thirty available EFL students were randomly assigned to two equal experimental groups:flipped and self-regulated flipped.For six weeks,both groups received learning contents outside of class time,and class time was used for interactive activities.However,self-regulating strategies(goal-setting and self-evaluation)were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities.Three collocation videos were sent to their different WhatsApp groups.A researcher-made test on Adjective+Noun and Verb+Noun collocations served as the pre-and post-test.The time spent on watching collocations was collected through a‘study log’.The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’collocational knowledge;their planning strategies and using study time also improved.The study has implications for EFL teachers and material developers.