An Empirical Study on Optimizing Flipped Classroom of Advanced English Course: from Learner’s Perspective
Available Online December 2018.
- https://doi.org/10.2991/ceed-18.2018.40How to use a DOI?
- Flipped Classroom; Optimization; Empirical; Learners
- The exploration of flipping classroom is in full swing, and the reform has come to the stage of optimization, that is, to reflect on the effectiveness of the classroom. The paper conducted an empirical study on whether the flipping classroom of advanced English course has achieved marked improvement in respect of the learners’ comprehensive competence compared with that in traditional classrooms. Results indicated that flipped classroom contributed to the active attitude of the learners and the enhancement of their language competence, communication skills, and other competences, especially in the second round of reform. Based on the feedback from the learners in the first round of teaching and learning, some optimization measures in view of input materials, evaluation means, and ways of activities have been taken to give full play to learners’ initiative and enthusiasm, and thus to improve the overall competence of the learners.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Wang Qi PY - 2018/12 DA - 2018/12 TI - An Empirical Study on Optimizing Flipped Classroom of Advanced English Course: from Learner’s Perspective BT - 1st International Conference on Contemporary Education and Economic Development (CEED 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/ceed-18.2018.40 DO - https://doi.org/10.2991/ceed-18.2018.40 ID - Qi2018/12 ER -