An Empirical Study on Influence of Flipped Classroom on College English Listening and Speaking Classroom Environment

DOI

10.2991/icemc-17.2017.74How to use a DOI?

Keywords

Classroom environment; Flipped classroom; College English Listening and Speaking; Influence difference

Abstract

The study investigates influence of flipped classroom pedagogy on College English Listening and Speaking classroom environment, focusing on class difference as well as individual difference in students' perception of CELS classroom environment. Quantitative and qualitative analyses show that flipped classroom pedagogy has exerted more positive influence on CELS classroom environment for the top 10 classes while more negative influence for the bottom 10 classes. Students of different language proficiencies have different perceptions of the flipped College English of Listening and Speaking classroom environment. The higher students' English proficiencies are, the better perception of the flipped classroom environment they have. However, for students whose scores are in the low level interval (0-69), the influence is negatively obvious between the flipped classroom and the non-flipped classroom. The negative differences are more significant for those students whose scores are under 60.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fang Qinghua
AU  - Jiang Jiabei
PY  - 2016/06
DA  - 2016/06
TI  - An Empirical Study on Influence of Flipped Classroom on College English Listening and Speaking Classroom Environment
BT  - Proceedings of the 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017)
PB  - Atlantis Press
SP  - 372
EP  - 380
SN  - 2352-538X
UR  - https://doi.org/10.2991/icemc-17.2017.74
DO  - 10.2991/icemc-17.2017.74
ID  - Qinghua2016/06
ER  -