Language Teaching Reform in Military Academies in the Digital Age: An Exploration of the Integrated Flipped Classroom and CLIL Model
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i6.4702
Abstract
Since Taiwan’s promotion of the bilingual education policy, language teaching reform in higher education has faced special challenges. This study focuses on military academy students to explore the feasibility of implementing an integrated flipped classroom and CLIL (Content and Language Integrated Learning) model. Through an 18-week empirical study of 25 military students from the Applied English Department at Kai Nan University, it was found that the "input-negotiation-reflection" cycle constructed based on digital tools such as BBC Learning English, MyET, and Quizlet not only increased oral fluency by 24.57 words per minute and reduced hesitation phenomena by 40%, but also decreased the failure rate from 24% to 12%. Notably, the study reveals the transformation mechanism of military learners from "anxious resistance" to "active construction": asynchronous learning resources compensate for time fragments disrupted by duties, AI pronunciation tools provide a "safe practice space" free from peer judgment, while the content themes such as "technology ethics" and "global issues" under the CLIL framework activate their higher-order thinking potential. The article further points out that the transformation of teachers' TPACK competence, the deep coupling of technical tools and pedagogy, and the differentiated scaffolding design for low-proficiency learners constitute the three pillars of this model's success. The study provides a replicable practical framework for language education of special groups and contributes empirical reference for blended teaching reform in the post-pandemic era.
Keywords
flipped classroom; CLIL; military academy students; ict integration; low-proficiency learners; differentiated instruction
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[5] Sato, T., Yokomoto, K., & Mackenzie, G. (2021). Current Practice and Challenges of Assessment in CLIL in a Japanese University Context. In C. Chantal & D.L. Banegas (Eds.), International Perspectives on CLIL (63-84).
[6] Wang, L. Y. & Lin, T. B. (2021). The first step to promote bilingual education: suggestions to the training and professional development of bilingual subject teachers. A forum on The Bilingual Education in Taiwan: Challenges and Strategies, 376-394.
[7] Huang, Y. C. (2020). The Effects of Elementary Students' Science Learning in CLIL. English Language Teaching, 13(2), 1-15.
[8] B. J. (2006). The dynamics of CLIL implementation: A case study in a Japanese university. Journal of Language Teaching and Research, 11(4), 521-530.
[9] H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
[10] L. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
[11] C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
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[13] M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Lawrence Erlbaum Associates.
[14] L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[15] S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
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