A Research On The Adaptability Of College Students’ English Flipped Classroom Instruction Model

Students’ adaptability to a certain teaching model refers to their psychological state and behavior mechanism that correspond with the learning environment in the process of changing from a habitual instruction model to another new one.Most of the previous studies have explored the application of various flipped classroom teaching models.However,less attention has been paid to exploring college students’ adaptability to a specific flipped classroom instruction model.Because of the lack of empirical research on this topic,this thesis employ questionnaire suvey,interview as well as classroom observation to explore college students’ adaptability to flipped classroom instruction model.Specifically,on the basis of “micro-course-based” flipped classroom teaching model,an 18-week quasi-experiment of teaching was conducted.The subjects are 42 freshmen majoring in Chinese Language and Literature at a university in the northwest region of China.By doing this,the thesis is to explore(1)to what extent students adapt to the flipped classroom teaching model;(2)what are the problems existing in the process of adapting to this flipped teaching model;and(3)what are the solutions for solving these problems.The data of the pre-test and post-test were collected and analyzed with the application of SPSS 18.0 tools to answer three research questions.The results demonstrate that the pre-test and post-test data are significantly different.Pre-test data is significantly higher than post-test data,which means that students in this research have adapted to this flipped classroom instruction model as a whole.Meanwhile,the interview further shows that there are three problems existing in students’ adapting to flipped classroom instruction model:(1)Group assignments are relatively unfair;(2)Some students are not clear about the learning goals and key points;and(3)Some students are attracted by irrelevant information.This thesis also shed some light on college English reading teaching and learning.Firstly,this study raises the teachers’ awareness of students’ adaptability to theinstruction model so that problems that may arise can be anticipated in advance and measures can be taken in time if it occurs.Secondly,students will benefit a lot from the teacher’s strategies such as group assignment.If a teacher assigns group members by taking the students’ English proficiencies into consideration,students at different levels will receive reasonable feedback from their peers and the teacher,and this will ensure that the students give a full play to their learning potential.