Zhao Xiangfeng, Yang Yanping
School of Western Languages, Mudanjiang Normal University, Mudanjiang, Heilongjiang, China.
Department of Management, Ordos Institute of Technology, Ordos, China.
Front Psychol. 2023 Jan 5;13:1052737. doi: 10.3389/fpsyg.2022.1052737. eCollection 2022.
As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course's impact on Chinese EFL learners' writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group ( = 24), taught based on the traditional method of writing instruction, and an experimental group ( = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group-taught based on flipped writing instruction-significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants' writing anxiety. Implications of such findings have been elaborated for EFL research and practice.
由于翻转课堂受到了研究者和教育工作者的广泛关注，一些学者已经在各种外语教学环境中研究了这种教学模式的有效性；然而，在中国的外语教学背景下，这种教学模式的研究还不够充分。因此，本研究采用前测-后测非等效组准实验设计，考察了翻转课程对中国外语学习者写作表现和焦虑的影响。首先，通过便利抽样法，从两所完整语言学校班级中选取了50名中国外语学习者作为样本。然后，将这两个完整班级的参与者随机分为对照组（n = 24），采用传统写作教学方法进行授课，以及实验组（n = 26），采用社交媒体支持的翻转教学法进行授课。该研究使用两项写作任务和一份写作焦虑量表从参与者那里收集数据。描述性和推断性统计结果表明，基于翻转写作教学的实验组显著提高了他们的写作表现。此外，结果还显示翻转课程大幅降低了参与者的写作焦虑。研究结果对外语教学研究和实践的启示也已详细阐述。
