Abstract
Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher‐student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher‐student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher‐student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.
Highlights
As an important part of teaching for college teachers, teacher-student interaction has a significant impact on the teaching quality of teachers and the leaning efficiency of students [1]
As can be seen from the results of hypothesis testing, hypotheses H1, H2, and H3 are consistent with existing literature and viewpoints, wherein H1 is consistent with the research conclusions of Hew and Lo [23] and Huseyin et al [24]; that is, in flipped classroom, the emotional resistance of students is inversely proportional to the effect of teacherstudent interaction
Teacher-student interaction is considered to be an important indicator of improving teaching efficiency
Summary
As an important part of teaching for college teachers, teacher-student interaction has a significant impact on the teaching quality of teachers and the leaning efficiency of students [1]. Appropriate and high-level teacher-student interaction can mobilize students’ enthusiasm in class and guide students to think and express their views better. On the contrary, it may make the class boring and affect the learning efficiency of students [2]. Flipped classrooms typically rearrange the time in and out of the classroom, transferring learning decisions from teachers to students [5] Under this teaching mode, students can arrange their study time better. Abdullah et al [17] proposed that the application of flipped classroom mode in oral English teaching may cause the anxiety of learners This point of view provides new inspiration for our study. The rest of the paper is arranged as follows: the second section presents the literature review; the third section proposes the research model and hypothesis; the fourth section provides the method and data results; and the fifth section proposes the conclusions, limitations, and the future work
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