Abstract
This study applies and tests the efficacy of the flipped learning approach designed for a business English translation course in a class consisting of 26 third-year business English major students in an independent college, the Yangtze University College of Arts and Science. Because the students in independent colleges usually have weak English skills and lack learning awareness, this study explores a way to improve their competence in business translation while changing the traditional lecture-centred methodology. After finishing the 16-week semester of application, a posttest would be conducted to be compared to a pretest that was administered at the beginning of the course to test the efficacy of the new flipped learning approach. From the data collected, this paper suggests the flipped learning approach can stimulate students’ self-learning before class, enhance their engagement in class and significantly improve their translation competence. Therefore, this study proposes using a flipped learning approach in business English translation courses taught in Chinese independent colleges. 
Highlights
Since the proposal of The Belt and Road strategy, China has had increasingly close cooperation and more frequent exchanges with countries where business English translation is gaining popularity and significance, which has led to a rapidly growing demand for business English translators
The average score for faithfulness increased by 2.99; smoothness increased by 2.32; others increased by 1.51; and the average total score increased by 7.02, which has seldom been observed in business English translation courses using a traditional lecture-centred methodology
This paper concluded that the flipped learning approach can positively affect Chinese independent college students’ business English translation competence
Summary
Since the proposal of The Belt and Road strategy, China has had increasingly close cooperation and more frequent exchanges with countries where business English translation is gaining popularity and significance, which has led to a rapidly growing demand for business English translators. Quite a few colleges in China, public or private, have offered business English courses, including the Yangtze University College of Arts and Science, where the author of this paper works, as part of its provincial first-class undergraduate major. It is currently an independent college but is the process of transformation. Based on the previous literature and the experimental application of this study at the authors’ college, this study explores the feasibility and efficacy of the flipped learning approach for teaching business English translation courses in Chinese independent colleges
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