Research on the Prospects of College English Teaching Reform in China: From Micro-Class & Moocs To Flipped Class (Published)
Presently, in the field of foreign language teaching and research, micro-class, Moocs and flipped class can be considered as the hottest research topics in China. However, as the new objects introduced to China, it still requires careful and calm observation and constant qualitative and quantitative research to localize and prove its effectiveness in Chinese context. The author in this paper analyzes the relations among micro-class, Moocs and flipped class with consideration of the characteristics of foreign language education under the background of big data，the study aims at finding some possible ways for improving teaching efficiency and furthermore reforming China’s foreign language teaching.
The Effectiveness of Adopting Flipped Learning Approach in an Applied Linguistics Course for University Students (Published)
As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students’ understanding of linguistics and focusing on students’ activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session. Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia. The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures. Results of the t. test analysis revealed that adopting flipped learning Approach yielded significant effects on students’ linguistic level.
The Effectiveness of Flipped Learning in Developing English Grammatical Performance of Underachieving Language Learners at the Secondary Stage (Published)
The purpose of this study was to investigate the effectiveness of flipped learning in improving English grammatical performance in speaking and writing of underachieving language learners. The participants of the study consisted of forty nine first year secondary stage students at Port Said military secondary school for boys in Port Said Governorate. The two groups pre-post test quasi-experimental design was used. The instruments of the study included the verbal intelligence test for youth prepared by Hammed Zahran and the pre- post grammatical performance in speaking test and grammatical performance in writing test. The results of the study revealed that flipped learning significantly developed English grammatical performance in speaking and writing of both underachieving language learners and their normal peers.