A Survey Of Undergraduate English Learners' Satisfaction With The Flipped Classroom And Its Influencing Factors

In the 21 st century,with the rapid development of communication technology,the flipped classroom as a new hybrid teaching model relying on computer technology has changed the traditional teaching mode and has formed the teaching process of “teaching after learning” which has been applied in many fields.By comparing and analyzing the current status of research on English teaching in universities based on flipped classrooms at home and abroad,we understand the similarities and differences in the number,content,results and methods of research at home and abroad.At the same time,we have noticed that the domestic exploration of English learners' satisfaction in the flipped classroom needs to be strengthened,and the related research results are few.In order to make up for the shortcomings of research in this field,this study explores the satisfaction of English learners in flippped classrooms and the factors affecting satisfaction from the perspective of students' satisfaction,with a view to providing reference for English teaching based on flippped classrooms.This study takes undergraduates and teachers from four universities in Nanjing as research subjects,adopts questionnaire and semi-structured interview as the research instruments,and aims to answer the following five questions: First,what are the levels of satisfaction of undergraduate English learners in colleges and universities before,during and after flipped classrooms? Second,what is the relationship between pre-class,in-class and after-class satisfaction? Third,what are the differences in students' satisfaction in terms of gender,major,grade,and English levels? Fourth,what is the relationship between learning expectations,perceived quality,perceived value,students' autonomous learning ability,and students' satisfaction? Fifth,what are the differences in learning expectations,perceived quality,perceived value,and students' autonomous learning ability in terms of gender,major,grade,and English levels?The results show that:(1)students' satisfaction with the three stages of flipped classrooms exceeds the general level,the highest of which is in-class satisfaction,the total mean reaches 3.56,following by pre-class satisfaction,and after-class satisfaction;(2)there is a positive correlation between pre-class,in-class and after-class satisfaction;(3)Third,there are significant differences in students' satisfaction in different genders,majors,grades,and English levels;(4)Fourth,students' expectations do not directly affect the levels of students' satisfaction,but indirectly affect satisfaction through the moderator variable,perceived quality.Perceived quality and perceivedvalue have a significant positive impact on students' satisfaction.Students' autonomous learning ability can't directly affect students' satisfaction,but it can influence students' satisfaction through two moderator variables,perceived quality and perceived value.(5)Learning expectations,perceived quality,perceived value,and students' autonomous learning ability are significantly different in different genders,majors,grades,and English levels.It is useful for improving the satisfaction of English learners in flipped classrooms and the quality of English teaching based on flipped classrooms.First,educators need to pay attention to the creation of English learning situation and transition between the three stages of the flipped classroom to form an organic whole.While paying attention to the pre-class and in-class teaching,we should also pay attention to the after-class teaching;Second,educators need to pay attention not only to the instrumentality of English,but also to its humanity to meet the dual needs of students' language learning and improve their own abilities,teaching designs and teaching qualities.Third,in order to achieve personalized teaching,educators also need to pay attention to the impact of individual differences on satisfaction and learning outcomes.Fourth,educators can construct a system of learning community and a scientific evaluation system to create an environment for English communication and learning and promote student learning and development.Fifth,in addition to paying attention to students' academic performance,educators also need to pay attention to the cultivation of students' self-learning abilities.Different flipped strategies can be adopted for different students and natures of the curriculum,so as to achieve “moderate classroom flipping”.In terms of theoretical value,this study has constructed a model of students' satisfaction and two scales: “Undergraduate English Learners' Satisfaction towards Flipped Classrooms Scale” and“Flipped Classroom Satisfaction influencing Factors Scale”.In terms of practical value,it helps to understand students' actual feelings and needs for English flipped classrooms,and encourages educators to discover the shortcomings in designs of flipped classrooms,so as to provide a realistic basis for future development of English flipped classrooms.