A Survey Report On Interpreting Learning Motivation In Flipped Classroom

The ubiquitous Internet and related technologies which reshape learning resources as well as teaching method and concepts are proven to be a catalyst for flipped classroom embodied by MOOC and SPOC.Some universities have pioneered the attempt to introduce this novel teaching method to interpreting classroom in order to the narrow the gap between limited interpreting teaching resources and increasing demand for interpreting learning.Among numerous researches on flipped classroom and interpreting teaching,few of them step into the field of interpreting learning motivation in flipped classroom,much less taking interpreting learners as subjects.The purpose of this survey is to explore interpreting learning motivation in flipped classroom and to provide further explanation.The survey subjects are 57 MTI students majoring in interpreting at SITS,GDUFS.This survey adopts both quantitative and qualitative methods by conducting questionnaire survey and semi-structured interview.The questionnaire is designed based on the interpreting leaning motivation scale developed by Cai Rendong and Dong Yanping and valid data is conducted paired sample T tests in SPSS 25.0.To further explain data variation,the outline of interview is designed in accordance with questionnaire analysis.Quantitative and qualitative analyses indicate that interpreting learning motivation in flipped classroom increases significantly,while it decreases without statistical significance for students instructed with the traditional teaching method.Intended efforts is enhanced significantly by flipped classroom,rising from the weakest indicator to the strongest one among all indicators.On the contrary,intrinsic motivation varies with teaching method to a least extent.Results demonstrate that flipped classroom is expected to exert positive effects on interpreting learning motivation,especially on intended efforts.Besides,teaching methods influence intrinsic motivation to a relatively small extent.The reasons lie in that flipped classroom is able to satisfy interpreting learners' needs for autonomy,competence and relatedness and intrinsic motivation as an internal drive force is more related to subjective conscientiousness of learner rather than the change of external environment.This survey implies a critical introduction of flipped classroom designed in accordance with realistic demands to interpreting teaching.