Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigat...Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigates learners’ perceptions of flipped EFL (English as a ForeignLanguage) classroom, with a particular focus on their self-perceived learnerengagement. The results of the study indicate that the learners generallyhave positive and favorable attitudes toward flipped classroom. Seventyfivepercent of them consider flipped classroom useful in boosting theirconfidence in learning English and 50.6% think that they have becomemore interested in the course. Yet, it is also found that only 30.1% agreethat flipped method has helped them to understand the course content moreclearly. In addition, as high as 71.6% of the respondents agree that theflipped method can increase their motivation to participate in classroomlearning activities, but only 44.9% believe that their engagement hasbeen raised. While the results show that the students tend to accept thisnew teaching method, their evaluation of the actual effects of it is notas expected, which may be due to the lack of guidance and the weakconnection between online self-study and classroom activities. Futurestudies are needed to explore how to strengthen these areas.展开更多
基金This paper was supported by“the Fundamental Research Funds for the Central Universities”(Grant No.3262016T45).
文摘Flipped classroom is an innovative instructional method. Recenttechnological developments have given rise to the popularity of flippedclassroom. This study reports the findings of a questionnaire survey thatinvestigates learners’ perceptions of flipped EFL (English as a ForeignLanguage) classroom, with a particular focus on their self-perceived learnerengagement. The results of the study indicate that the learners generallyhave positive and favorable attitudes toward flipped classroom. Seventyfivepercent of them consider flipped classroom useful in boosting theirconfidence in learning English and 50.6% think that they have becomemore interested in the course. Yet, it is also found that only 30.1% agreethat flipped method has helped them to understand the course content moreclearly. In addition, as high as 71.6% of the respondents agree that theflipped method can increase their motivation to participate in classroomlearning activities, but only 44.9% believe that their engagement hasbeen raised. While the results show that the students tend to accept thisnew teaching method, their evaluation of the actual effects of it is notas expected, which may be due to the lack of guidance and the weakconnection between online self-study and classroom activities. Futurestudies are needed to explore how to strengthen these areas.
