An Action Research Study from Implementing Flipped Classroom Model in Professional English Teaching and Learning

DOI

10.2991/sschd-17.2017.63How to use a DOI?

Keywords

FCM, learning interest, critical thinking

Abstract

This action research project implemented FCM in teaching Professional English to non-English majors, aiming at exploring whether FCM can increase the students' learning interest and develop their critical thinking. The study was conducted on a 16-week-semester basis and the instruments were a questionnaire, two oral tests and the teachers' journals. The result is positive. It seems not so difficult to sustain the students' motivation and engagement in FCM and implementing FCM does foster the students' critical thinking. However, the teachers do find the gap between the high achievers and low achievers is getting larger. The less-achieved students are getting worse at the end of the semester. Another point worthy to be mentioned is that the frequency of using newly learned vocabulary is much higher than that in conventional classroom.

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  - Xiao-Li Sun
PY  - 2017/09
DA  - 2017/09
TI  - An Action Research Study from Implementing Flipped Classroom Model in Professional English Teaching and Learning
BT  - Proceedings of the 3rd Annual International Conference on Social Science and Contemporary Humanity Development
PB  - Atlantis Press
SP  - 319
EP  - 324
SN  - 2352-5398
UR  - https://doi.org/10.2991/sschd-17.2017.63
DO  - 10.2991/sschd-17.2017.63
ID  - Sun2017/09
ER  -