Chinese Undergraduate EFL Learners' Perceptions of and Anxiety in a Flipped English Classroom
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i4.2661
Abstract
The study explored 104 Chinese undergraduate students' perceptions of and anxiety in a flipped English classroom (FC). The results indicated that most participants showed favorable attitudes towards the FC, but higher levels of anxiety in the FC. The negative correlations between Flexibility and speech anxiety and Instructor and low self-confidence were statistically significant. In students' responses, better prior-to-class preparation and teacher support were two advantages of the FC, while fear of speaking and lack of confidence were their concerns, which were correlated with anxiety, including speech anxiety and low self-confidence.
Keywords
The flipped classroom, Learner perceptions, Foreign language classroom anxiety
Full Text
PDF - Viewed/Downloaded: 2 TimesReferences
[1]Aida, Y. 1994. Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78: 155–168.
[2]Amiryousefi, M. 2017. The incorporation of flipped learning into conventional classes to enhance EFL learners' L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching,13 (25): 1–15.
[3]Baker, J. W. 2000. The “classroom flip”: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9–17). Jacksonville, FL: Florida Community College at Jacksonville.
[4]Chen-Hsieh, J. S., Wu, W. C. V., & Marek, M. 2017. Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2): 1–21.
[5]Choe, E. & Seong, M.H. 2016. A case study of the flipped classroom in a Korean university general English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2):71-93.
[6]Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale: Lawrence Erlbaum Associates.
[7]Dewaele, J., Witney, J., Saito, K. & Dewaele, L. 2017. Foreign language enjoyment and anxiety: the effect of teacher and learner variables, Language Teaching Research, 22 (6): 676-697.
[8]Doman, E., & Webb, M. 2017. The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1): 102–141.
[9]Flipped Learning Network. 2014. What is flipped learning? Retrieved from http://www.flippedlearning.org/definition
[10]Horwitz, E. K., Horwitz, M. B., & Cope, J. 1986. Foreign language classroom anxiety. Modern Language Journal, 70: 125–132.
[11]Hung, H.T. 2015. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1): 81–96.
[12]Jiang, Y., & Dewaele, J. M. 2020. The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students. System, 89: 1-12.
[13]Liu, M. 2006. Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
[14]Liu, M. 2018. Bilingual/multilingual learners' willingness to communicate in and anxiety on speaking Chinese and their associations with self-rated proficiency in Chinese. International Journal of Bilingual Education & Bilingualism, 21(1): 54-69.
[15]Phillips, E. M. 1992. The effects of language anxiety on students' oral test performance and attitudes. Modern Language Journal, 76: 14–26.
[16]Pichette, F. 2009. Second language anxiety and distance language learning. Foreign Language Annals, 42(1): 77–93.
[17]Russell, V. 2018. Assessing the effect of pedagogical interventions on success rates and on students' perceptions of connectedness online. In S. Link & J. Li (Eds.), Assessment across online language education (pp. 49–70). Sheffield, UK: Equinox. CALICO Series: Advances in CALL Research and Practice.
[18]Russell, V. 2020. Language anxiety and the online learner. Foreign Language Annals,53(2): 338-352.
[19]Suranakkharin, T. 2017. Using the flipped model to foster Thai learners' second language collocation knowledge. 3L The Southeast Asian Journal of English Language Studies, 23(3): 1–20.
[20]Turan, Z., & Akdag-Cimen, B. 2020. Flipped classroom in English language teaching: a systematic review, Computer Assisted Language Learning, 33 (5-6): 590-606.
[21]Webb, M., & Doman, E. 2020. Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3): 240-274.
Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19(2): 298–312.
[22]Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19(2): 298–312.
[2]Amiryousefi, M. 2017. The incorporation of flipped learning into conventional classes to enhance EFL learners' L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching,13 (25): 1–15.
[3]Baker, J. W. 2000. The “classroom flip”: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9–17). Jacksonville, FL: Florida Community College at Jacksonville.
[4]Chen-Hsieh, J. S., Wu, W. C. V., & Marek, M. 2017. Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2): 1–21.
[5]Choe, E. & Seong, M.H. 2016. A case study of the flipped classroom in a Korean university general English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2):71-93.
[6]Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale: Lawrence Erlbaum Associates.
[7]Dewaele, J., Witney, J., Saito, K. & Dewaele, L. 2017. Foreign language enjoyment and anxiety: the effect of teacher and learner variables, Language Teaching Research, 22 (6): 676-697.
[8]Doman, E., & Webb, M. 2017. The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8(1): 102–141.
[9]Flipped Learning Network. 2014. What is flipped learning? Retrieved from http://www.flippedlearning.org/definition
[10]Horwitz, E. K., Horwitz, M. B., & Cope, J. 1986. Foreign language classroom anxiety. Modern Language Journal, 70: 125–132.
[11]Hung, H.T. 2015. Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1): 81–96.
[12]Jiang, Y., & Dewaele, J. M. 2020. The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students. System, 89: 1-12.
[13]Liu, M. 2006. Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
[14]Liu, M. 2018. Bilingual/multilingual learners' willingness to communicate in and anxiety on speaking Chinese and their associations with self-rated proficiency in Chinese. International Journal of Bilingual Education & Bilingualism, 21(1): 54-69.
[15]Phillips, E. M. 1992. The effects of language anxiety on students' oral test performance and attitudes. Modern Language Journal, 76: 14–26.
[16]Pichette, F. 2009. Second language anxiety and distance language learning. Foreign Language Annals, 42(1): 77–93.
[17]Russell, V. 2018. Assessing the effect of pedagogical interventions on success rates and on students' perceptions of connectedness online. In S. Link & J. Li (Eds.), Assessment across online language education (pp. 49–70). Sheffield, UK: Equinox. CALICO Series: Advances in CALL Research and Practice.
[18]Russell, V. 2020. Language anxiety and the online learner. Foreign Language Annals,53(2): 338-352.
[19]Suranakkharin, T. 2017. Using the flipped model to foster Thai learners' second language collocation knowledge. 3L The Southeast Asian Journal of English Language Studies, 23(3): 1–20.
[20]Turan, Z., & Akdag-Cimen, B. 2020. Flipped classroom in English language teaching: a systematic review, Computer Assisted Language Learning, 33 (5-6): 590-606.
[21]Webb, M., & Doman, E. 2020. Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3): 240-274.
Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19(2): 298–312.
[22]Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19(2): 298–312.
Copyright © 2024 Wenxia Zhang, Xingzhe Pan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License