Research On The Correlation Between Classroom Behaviors And Autonomy Of College English Students In The Flipped Classroom Model

With the continuous advancement of educational information technology and the deepening of the reform of college English teaching,the educational work focuses on how to promote effective teaching mode and improve students’ negative learning behavior.Due to University English Curriculum Outline emphasizes the specific analysis of local conditions and specific problems,the flipped classroom teaching model has been proved to be able to achieve personalized teaching,while improving students’ classroom behavior and improving students’ autonomy.Therefore,in the flipped classroom mode,by investigating the current situation of college English students’ classroom behavior and autonomy,and analyzing the correlation between them,some positive,effective and practical suggestions are expected to be made for college English teaching in the flipped classroom mode.In this study,class observation and two questionnaires are used as the research methods,and the subjects are non-English major undergraduates of Class 2017 in Guangxi Normal University in the flipped classroom mode.The College English Students’ Classroom Behavior in the Flipped Classroom Model Questionnaire is based on the class behavior questionnaire of Hayes(1992),which is revised slightly according to the needs of the study.There are seven dimensions in this questionnaire: verbal participation,learning orientation,dominating others,support-seeking,self-disclosure,self-assurance and sociability.The College English Students’ Autonomy in the Flipped Classroom Model Questionnaire is developed from Xu,et al.’s(2004)’s questionnaire.It includes five components: identifying English teachers’ teaching goals and requirements,setting English learning goals and plans,choosing and using English learning strategies,monitoring the use of English learning strategies and evaluating English learning process.The subjects of classroom observation are 20 students randomly selected from the research subjects.The researchers observe them and record their classroom behaviors as the supplement to a questionnaire.The three research questions addressed in the present study are:(1)What is the overall situation of college English students’ classroom behaviors in the flipped classroom mode?(2)What is the overall situation of college English students’ autonomy in the flipped classroom mode?(3)Is there any correlation between college English students’ classroom behaviors and their autonomy? If yes,how are they related with each other?Through the study,the author has found out the following results:(1)college English students’ classroom behaviors stay at a medium level.It is worth emphasizing that the level of Sociability is the highest,followed by seeking support,learning orientation,self-disclosure,oral participation,self-confidence and Suppressing others.(2)The overall situation of college English students’ autonomy stays at a medium level,and the assessment of the English learning process is the least desirable.(3)college English students’ classroom behaviors and their autonomy are significantly correlated with each other.According to the data of survey,in order to improve the effect of college English teaching in the flipped classroom mode,the author puts forward several scientific suggestions from the perspective of teachers and students.On the teacher side,teachers should master the core factors that make up the flipped classroom model.On the student side,students should get in the habit of developing their learning plans and assessing their learning process.