The Influence of Teachers’ Classroom Transformational Leadership on Chinese College Students’ English Learning—Taking the Flipped Classroom as an Example

Abstract

Many educators have recognized that a teacher-centered approach to teaching and learning frequently results in students becoming passive in the classroom. The flipped education model has resulted in students becoming more motivated and participating in the classroom, particularly in English (Doman & Webb, 2017). In addition, in a flipped university English classroom, the teacher as a leader can first stimulate students’ interest in the flipped classroom; set motivational goals to stimulate students’ interest in learning the language; set specific and manageable goals, plans, requirements, and assessment criteria; provide personalized guidance to students; set an example for students through the teacher’s own behavior; and create a pleasant and relaxed learning environment (Suo & Hou, 2017). All of these changes in teaching styles reflect the transformational leadership of teachers in the classroom, while this change in classroom paradigm has also influenced university students’ learning of English.