Abstract
The teaching model of blended learning with flipped classroom has been prevalent in China in recent years, but the empirical study in this regard is relatively less. On the basis of related theories, the innovative type of blended learning, which was a combination of mobile terminal learning, web-based autonomous learning, flipped classroom and face-to-face instruction, was designed. The purpose of this study was to enhance students’ autonomy in their e-learning, to raise the efficiency of the face-to-face instruction of the video-aural-oral course and to improve students’ listening and speaking ability. The new teaching model was tested on 156 non-English majors in Grade 2017 in Beijing University of Chemical Technology for two terms. The correlation coefficient of the scores of the web-based autonomous learning and the scores of the objective listening in the final exams was made. The criterion of the dynamic assessment of the oral test was designed. The different forms of the oral tests, which were assessed on the mobile terminal, by the peer and by the teacher, were adopted. The learning outcomes were collected and analyzed to verify the effect of this teaching model. The results show that most of the subjects did the web-based autonomous learning earnestly. The subjects’ listening and oral ability improved. In this study, the teacher’s leading role was manifested in all aspects of teaching: carefully designing the teaching content of the flipped class, raising the efficiency of the face-to-face instruction of the video-aural-oral class, closely tracking the subjects’ learning processes online and providing them with timely, personalized online and offline guidance. The students’ principal part was manifested in the interaction with the resources, motivated autonomous learning, learning before class, peer study, teamwork and self-reflection. All of these are the key elements in this teaching model. The conclusion has important reference significance on the research of blended learning.
Highlights
The web-based autonomous learning of listening in English for non-English majors in Beijing University of Chemical Technology (BUCT), which was the supplemantory part of the Video-Aural-Oral Course, started in 2006
On the basis of that, “The New Engineering Instruction Reform Project” was funded in BUCT to carry out the further research on face-to-face instruction and online learning to improve the teaching quality of College English for the non-English majors
To combine the model of “flipped classroom” with face-to-face instruction to teach students according to their aptitude
Summary
The web-based autonomous learning of listening in English for non-English majors in Beijing University of Chemical Technology (BUCT), which was the supplemantory part of the Video-Aural-Oral Course, started in 2006. There are only 16 class hours left for the face-to–face instruction of the Video-Aural-Oral Course. In 2017, the mobile terminal learning was adopted in BUCT Both the mobile terminal learning and the web-based autonomous learning have become the means of making up the reduced class hours to increase students’ input of listening and to improve their aural-oral ability. From the questionnaire conducted on 146 students in Grade 2014, a third of whom downloaded the answers on the Internet in the web-based autonomous learning. In the face-to-face instruction of the Video-Aural-Oral Course, the textbook, New Standard College English Real Communication Listening and Speaking (New Standard College English) [1] is used.
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