Explorations in Flipped Classroom and College Student's English Learning Anxiety

Flipped education has gained much attention in the last few years in Taiwan. It was suggested that educators should consider this teaching method due to the increase in learner's productivity and information retention. This study focuses on how college students' English learning anxiety could be affected if teachers were to apply some flipped classroom teaching approaches. Three hundred and eighty college students participated in this study by taking an online or paper-and-pencil type survey. They were asked to respond to a 7-point Likert scale questionnaire. Two hypotheses and two research questions were posted. Descriptive statistics, Pearson correlation, and multiple regression were computed to determine the answers to the research questions. The findings showed that students' anxiety decreased when learning English and was positively correlated at a significant level if teachers applied some flipped classroom teaching approaches. Furthermore, students seem to be neither less likely nor actively interacting with teachers in English classes when their anxiety level was high. Also, ＂poor grade＂ was found to be the most significant cause of students' learning anxiety, followed by ＂being asked to answer the questions,＂＂using English to communicate,＂＂giving opinion on something,＂ and ＂deficiency in English ability.＂ Lastly, four teaching approaches are found favorable to decrease students' learning anxiety from students' perspective in this present study, such as take English classes outside the regular classroom, engage in group activities, interact with students more, and provide movies and/or videos for English learning. The findings of this study suggest all English educators should reconsider and reexamine the effectiveness of traditional teaching ways. The paper provides many pedagogical suggestions for effective English education from a flipped education perspective. Future research suggestions and the limitations of this study are provided in the end of this paper.

關鍵字

flipped classroom ； learning anxiety ； flipped education ； English learning

並列摘要

翻轉教育過去幾年在臺灣教育界裡蔚為風潮，教育者也被建議應該考慮翻轉教學致使提昇學習者的效率性及對訊息的強化性。本研究旨在探討大學生的英語學習焦慮是否可以因為老師使用翻轉教室的一些教學方式而受到改變。380位大學生透過紙筆或網路問卷方式參與此次研究，每位受測者填寫回應一份七點的李克特式量表。本研究提出兩個研究假設和兩個研究問題，量性統計方式分別進行描述性統計、皮爾森相關，和迴歸分析來驗證研究結果。研究顯示，英語學習焦慮的下降與英語教師使用翻轉教學方式呈現顯著正相關，同時，當學生感到焦慮時，他們似乎比較不願意與老師在英語課堂上互動。還有迴歸分析結果顯示「成績不好」最讓他們感到焦慮，接著是被「指定回答問題」、「用英語溝通」、「用英語表達意見」以及「英語能力不足」。最後，從學生的問卷顯示英語教師可以多運用下列的教學模式以降低學生的學習焦慮，例如：把英文課帶出教室上課、進行分組學習、在課堂中跟學生互動、利用看電影或影片來學習英文。本研究的發現建議所有英語教育者應該重新思考並再次檢視傳統式的教學模式其效率性為何，文末從翻轉教育的觀點提出有效的英語教育教學建議，並且針對本研究的限制及未來研究建議給與陳述說明。

並列關鍵字

翻轉教室；學習焦慮；翻轉教育；英語學習

參考文獻

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Explorations in Flipped Classroom and College Student's English Learning Anxiety

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