Since the release of the Outline of China’s National Plan for Medium- and Long-term Education Reform and Development in 2011, China has paid more and more attention to the informatization of education and promote efficient classrooms with technological innovation. The emergence of flipped classroom has brought a new idea to modern classroom teaching and contributed to the reform of education in China. The present study was conducted to investigate the use of a flipped classroom in primary EFL classrooms in China. This study is quasi-experimental research examining flipped and non-flipped classrooms in teaching five English long vowel sounds in a primary school in China. Specifically, the researchers aimed at finding out the participating students’ and teachers’ perceptions towards this approach, whether the flipped classroom could be an approach for making students become more engaged in their learning, and if the flipped classroom could enhance students’ learning. Four classes of Primary 4 students (two classes in which the flipped classroom pedagogy was adopted, whereas in the other two classes, a traditional teacher-instructed method was used) were involved. Students in the two flipped classes learnt the five English long vowel sounds by watching lecture videos prior face-to-face lessons in which teacher assigned them worksheets to check their knowledge about the five vowel sounds. On the other hand, students in the two non-flipped classes learnt the five English long vowel sounds through a traditional teacher-instructed approach in face-to-face lessons. Before the implementation of the study, a pre-test was administered to the students to find out their background knowledge. A post-test was also conducted at the end of the study to see if there was any gain in the scores obtained by the students. Qualitative data were also collected by eliciting opinions about the flipped classroom pedagogy from the participating teachers and students. Copyright © 2019 Inaugural Conference on Language Teaching and Learning.
|Publication status||Published - Jun 2019|