An investigation on learning outcomes and learner perceptions in a flipped English course

淡江大學機構典藏 > 外國語文學院 > 英文學系暨研究所 > 學位論文 > Item 987654321/113806

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题名:	An investigation on learning outcomes and learner perceptions in a flipped English course
其它题名:	翻轉教室對英語學習成效和學習態度之研究
作者:	謝尚築;Hsieh, Shang-Chu
贡献者:	淡江大學英文學系碩士班林怡弟;Lin, Yi-Ti
关键词:	翻轉教室;學生看法;自主學習;Flipped Classroom;learner perception;learner autonomy
日期:	2017
上传时间:	2018-08-03 14:31:58 (UTC+8)
摘要:	主動學習長久以來都存在著研究的價值，迄今也收穫了不錯的成果。主動學習擴大了學習成效。近來一個新的教學法備受矚目-翻轉教學法融入了科技並且改變課堂原始的結構。翻轉教室使學生在課堂外主動學習基礎的知識，進一步的到課堂中透過互動應用所學的知識。這造就了一個積極且充分應用知識的課堂。此研究致力於探討英語實習課程中使用翻轉教學和傳統的聽講教學法的學習成效和學生對翻轉教學的看法。總共有81位夜間部的大學生參與此研究，35位學生使用傳統的聽講教學法，而另外46位學生則是使用翻轉教學法學習。本研究採用全民英檢模擬試題來測量學生的學習成效和自訂一份學習態度問卷來了解學生對翻轉教學和傳統教學的看法。此外，藉由訪談更進一步的深入探討學生對翻轉學習的想法。結果發現兩組學生在實驗過後都有顯著性的進步，而翻轉教學組的學習成效顯著高於傳統的聽講教學組。由此可推論翻轉教學法的確優於傳統教學法。然而，在翻轉課堂的學生雖同意翻轉教學帶來的學習成效，卻不甚滿意翻轉課堂的進行模式。傳統的聽講教學組的學生也同意聽講課堂的學習成效，卻也指出聽講課堂上缺乏應用的機會。總結來說，翻轉教學可幫助學生內化知識並協助他們成為更積極且有技巧的學習者。此研究成果提供未來想使用翻轉教學授課和研究的教師一些實證研究參考與建議。 Active learning has been studied and has had valuable results up till the present moment. Active participation in learning tends to result in better learning outcomes. Recently, a new pedagogy, the flipped classroom model, infuses technology and changes the original structure of the classroom. The flipped classroom model enables students to learn the basic concepts outside of the classroom and share their knowledge by doing discussions in the classroom. As a result, learners are active in learning and develop learning autonomy. The present study aimed to investigate the effects of the flipped classroom and the students’ perceptions on the flipped classroom model and the traditional lecture model in English Drill classes. A total of 81 continuing education students participated in the study. There were 35 students in the traditional lecture model classroom and 46 students in the flipped model classroom. A GEPT mock test was used to measure students’ English proficiency before and after the experimental period and a questionnaire on learners’ perceptions was used to investigate how the students feel about the two pedagogical models. In addition, interviews were carried out to understand the impacts of the flipped classroom model. The results showed that both groups significantly improved after the experimental period, but the flipped classroom model group significantly outperformed the traditional lecture model group. The results indicated that both pedagogical models were effective but the flipped classroom model was better than the traditional lecture model. However, for the flipped classroom model group, participants reported dissatisfaction with the structure of the flipped classroom model. Although they were troubled by the procedures, they agreed with the effectiveness of the flipped classroom model. On the other hand, students in the traditional lecture model group showed satisfaction with the effects of the model but they pointed out that there were not enough activities in the classroom. In conclusion, the flipped classroom model is useful in helping students internalize knowledge and become active and skillful learners. The findings can also provide pedagogical implications for instructors teaching English Drill and research suggestions for future research.
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