A Study On College English Learner's Self-efficacy In Flipped Classroom

In this age of educational informationization,flipped classroom provided new method and direction for the reform of college English instruction.But it also brought up new requirements to learners.Based on the social cognitive theory,Bandura(1977)proposed the self-efficacy theory and its basic framework.Bandura at the same time indicated that self-efficacy is a dynamic factor which can change over time,learning environments and learning tasks.The success of flipped classroom is closely related with a number of individual factors.However,the studies of flipped classroom nowadays are mainly focused on the definitions,models and effects of flipped instruction.There are only limited number of studies focusing on learners' individual factors in flipped classroom.This paper aims to:(1)investigate college English flipped classroom learners' overall self efficacy level;(2)explore the influencing factors of college English learner's self-efficacy in flipped classroom.Firstly,this study constructed College English Flipped Classroom Learner's Self-efficacy Scale based on the previous studies,and then used this scale to explore the overall self-efficacy level of college English learners in flipped classroom from a university in Chongqing.Secondly,this study explored the influence of gender and major on learners' self-efficacy by analyzing the the results of self-efficacy measurement and the demographic information offered by participants.Thirdly,this study explored other possible influencing factors of learners' self-efficacy by employing related scale,questionnaire and semi-structured interview.The findings are as follows:(1)College English learners' overall self efficacy level in flipped classroom is relatively high with the self-efficacy in out-of-class environment and in-class learning behavior control ranking the highest while the self-efficacy in out-of-class learning capacity and out-of-class learning behavior control ranking the lowest.(2)Gender and major have no influence on learners' self-efficacy(3).Foreign language classroom anxiety,online task,in-class activity,learner's engagement,online platform,cooperation between group members,feedback from the teacher in the out-of-class process and the quality of the video(length,difficulties and intensity)are other influencing factors of learner's self-efficacy in college English flipped classroom.This study,to some extent,provides implications for the improvement of college English flipped instruction.First,instructors can understand learners' overall self-efficacy level in flipped classroom therefore modify their teaching design in college English flipped instruction.Second,educators can cultivate and improve English learners' self-efficacy consciously and purposefully in flipped instruction by referencing the mentioned influencing factors of learners' self-efficacy in flipped classroom.