PDF(Pubmed)
Abstract：
UNASSIGNED: This research investigates the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills and self-regulated learning among Chinese English learners.
UNASSIGNED: A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (n = 24), flipped instruction (FI) group (n = 22), and online flipped instruction (OFI) group (n = 25). The participants\' reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants\' understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress.
UNASSIGNED: The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students.
UNASSIGNED: These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.
UNASSIGNED: A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (n = 24), flipped instruction (FI) group (n = 22), and online flipped instruction (OFI) group (n = 25). The participants\' reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants\' understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress.
UNASSIGNED: The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students.
UNASSIGNED: These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.
摘要：
■这项研究调查了在线协作翻转课堂方法在提高中国英语学习者的英语阅读技能和自我调节学习方面的有效性。
■总共71名参与者被分为三个教学组：传统教学（TI）组（n=24），翻转指令(FI)组(n=22)，和在线翻转指令(OFI)组(n=25)。使用雅思考试的阅读部分评估参与者的阅读理解能力。使用问卷评估了自我调节学习(SRL)策略的使用，每周在线测验评估参与者对课程材料的理解。通过考虑在线登录时间来检查在线学习行为。教学期为12周,进行前测试和后测试以衡量进度。
■结果表明，FI和OFI组在阅读理解和自我调节学习方面均优于TI组。此外，与FI学生相比，OFI学生表现出优越的在线学习行为和客观表现。
这些发现表明，翻转和在线教学方法的整合有望提高中国英语学习者的英语阅读技能和自我调节学习。
■总共71名参与者被分为三个教学组：传统教学（TI）组（n=24），翻转指令(FI)组(n=22)，和在线翻转指令(OFI)组(n=25)。使用雅思考试的阅读部分评估参与者的阅读理解能力。使用问卷评估了自我调节学习(SRL)策略的使用，每周在线测验评估参与者对课程材料的理解。通过考虑在线登录时间来检查在线学习行为。教学期为12周,进行前测试和后测试以衡量进度。
■结果表明，FI和OFI组在阅读理解和自我调节学习方面均优于TI组。此外，与FI学生相比，OFI学生表现出优越的在线学习行为和客观表现。
这些发现表明，翻转和在线教学方法的整合有望提高中国英语学习者的英语阅读技能和自我调节学习。
