An Investigation Of College English Teacher's Mediation Role In Flipped Classroom

In this research the author investigated the English teacher's mediation role in flipped classroom.The research questions are as follows:(1)what is the awareness of the teacher and the student to the English teacher's mediation role?(2)what do the teacher and the student think of college English teacher's mediation behavior in flipped classroom?(3)Whether the teacher's use of mediation tools can meet the student's expectation?The subjects of this research are 4 English teachers and 210 non-English major students from Class A in Guangxi Normal University.The research method is both qualitative and quantitative.The questionnaire used in the research is designed by Williams&Burden(2000)which includes TMQ and SMQ.The interview is to find out the deep thoughts of college English teachers,which is based on the questionnaire.After the process of the data by SPSS as well as the analysis of the interview,the results are as follows.(1).The teacher pays more attention to share intention,control of behavior and share.However,they don't emphasize individuality.While Students emphasize control of behavior and sense of competence,but they don't speak highly of change and believe in positive outcomes.(2).English teachers frequently use share intention,control of behavior and share in their class,but seldom adopt individuality.(3).The teacher's awareness of mediation is generally higher than the students.The teacher can't meet the students' needs of mediation.According to the results of the research,the author gives some suggestions to improve the teacher's mediation role in flipped classroom.What's more,there are several feasible advice for the future study on mediation at the end of thesis.