A Case Study Of The Influence Of College English Teachers' Beliefs On Flipped Classroom Practice

College English Teaching Innovation has become popular in recent decades.As a complement to the traditional teaching model,Flipped Classroom has attracted many Chinese university ESL teachers' attention at home and abroad.On one hand,many achievements have been made about application of Flipped Classroom in College English courses.On the other hand,some Chinese university ESL teachers also start to reflect on their effectiveness and applicability.It is teachers who play a decisive role in the process of carrying out Flipped Classroom.The literature shows that teachers' belief,as an important part of the current research on the education and development of international teachers,has an impact on the teaching practice.Therefore,based on qualitative research,this paper further studies how College English teachers' beliefs affect the process of carrying out Flipped Classroom,and attempts to provide reference and inspiration for College English teaching reform and teacher professional development.Taking a longitudinal qualitative case study,the present study followed one instructor who was carrying out an action research to improve Flipped Classroom practice in Basic Business English.Multiple methods were employed in data collection,including participated classroom observations and interviews with the teacher and students.Written documents were also collected such as teaching logs,research journals,teaching materials,students‘ group works.The findings suggest that when implementing Flipped Classroom,teachers' beliefs guide teachers' practice from six perspectives,including concern with the learning process,concern with the learner,concern with teaching,concern with the role of teacher,concern with what is being taught and learned,concern with the classroom and material resources.In light of findings,areas about teacher development and Flipped Classroom for improvement and further research are suggested.