An Empirical Study On Flipped Classroom Implementation In Vocational College English Writing Teaching

Flipped learning as a new pedagogical approach has aroused a widespread interest in recent years.This pedagogical approach refers to student-centered and collaborative exploration inside the classroom and online learning with direct individual instruction outside the classroom.A flipped classroom maximizes the learning time and engage individual learners more effectively,making the teaching process flexible,efficient and personalized.However,researches of the flipped classroom strategy on English teaching are insufficient and restricted to teaching listening and speaking,and more severe is the lack of researches that focus on the complex impact of flipped classroom instruction on non-English majors' English writing in vocational colleges.The author posits that the flipped classroom instruction should be an effective way to improve vocational college students' English writing.The present study is an empirical study,in which the author applied the flipped classroom teaching mode to a vocational college English course to determine whether this teaching methodology is beneficial to non-English majors' English writing skills.The study mainly delves into the following two questions: 1.Does the implementation of flipped learning have any impact on vocational college non-English majors' writing ability? 2.What are the specific effects of the flipped classroom on their writing ability?This study mainly used experimental research and data analysis as the research methods.A total of 85 computer science majored students in class one and class two in Shandong Labor Vocational and Technical College were invited to participate in the flipped classroom teaching experiment,which lasted for 18 weeks with a duration of36 hours in total.After the pre-test,class one(N=42)was randomly appointed as the experimental class(EC)and class two(N=43)was treated as the control class(CC).In the experimental class,the flipped classroom instruction was adopted,whilst in the control class,the traditional instruction was applied.The author conducted a pre-test of English writing level in two classes prior to the experiment,and a post-test wascarried out at the end of the experiment.In the present study,the author discovered that: 1.the implementation of a flipped classroom is conducive to vocational college non-English majors' ability to write.2.The implementation of flipped classroom teaching develops students' English writing skills in terms of content,organization,lexical and grammatical resource.The present study also reflected some pedagogical implications in vocational college English writing teaching.However,this study still has some limitations,to some of which the author has provided corresponding suggestions in the hope of benefiting further relevant studies.