The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction
Volume 9, Issue 3, May 2020, Pages: 64-72
Received: Apr. 22, 2020;
Accepted: May 18, 2020;
Published: May 27, 2020
Views 137 Downloads 120
Xiaomei Liu, School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Lindong Zhang, School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Shufang Zhang, School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Yingtao Tian, School of Humanities and Law, Beijing University of Chemical Technology, Beijing, China
Follow on us
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.
Mobile Terminal Learning, Web-based Autonomous Learning, Flipped Classroom, Face-to-Face Instruction, Blended Learning
To cite this article
The Further Study of the Blended Learning Model of the Video-aural-oral Course-the Combination of Web-based Learning, Flipped Classroom and Face-to-Face Instruction, Education Journal.
Vol. 9, No. 3,
2020, pp. 64-72.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Greenall S, Qiufang Wen. New Standard College English Real Communication Listening and Speaking (Second edition) [Z]. Beijing: Foreign Language Teaching and Research Press, 2017.
Bonk C J, Graham C R, Cross J, et al. THE HANDBOOK OF BLENDED LEARNING: Global Perspectives, Local Designs [J]. Turkish Online Journal of Distance Education, 2009 (4): 181-181.
Allen I E, Seaman J. Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003 [J]. The Sloan Consortium, 2003 (23): 659-673.
Yen J C, Lee C Y. Exploring Problem Solving Patterns and Their Impact on Learning Achievement in A Blended Learning Environment [J]. Computers & Education, 2011 (1): 138-145.
Ke-kang He. On the Latest Development of the Theory of Educational Technology in the Angle of Blending Learning [J]. e-Education Research, 2004 (3): 1-6.
Wasoh F. Exploring the Roles of Blended Learning as an Approach to Improve Teaching and Learning English. [EB/OL].[2016-11-17]. http:// web. a. ebscohost. com/ehost/pdfviewer/pdfviewer?sid=27144a22-f991-47c4—a 39e-94160e6ce0a9% 40sessionmgr4007&vid=0&hid=4214.
Jonathan B, Aaron S. Flipped Learning For Math Instruction [M]. Beijing: China Youth Press, 2018.
Zhen LIU, Dai-wei ZHANG. Research on the Blending Learning based on the MOOC——Taking the “Basic Principle of Marxism” Course for Example [J]. Modern Educational Technology, 2017, (11): 99-106.
Xiaoying Feng, Ruixue Wang & Yijun Wu. A Literature Review on Blended Learning: Based on Analytical Framework of Blended Learning [J]. Journal of Distance Education, 2018, (3) 13-24.
Jiao-1an YAN, Wei-ran ZHANG, Yuan YU. School-based Flipped Classroom Teaching Reform on Video-aural-oral Course of College English — — A Case Study of BIPT [J]. Modern Educational Technology, 2016, (2): 94-100.
Xiao-mei LIU. Study on the Innovative Blended Visual-aural-oral Teaching Model College English—Taking Beijing University of Chemical Technology as an Example [J]. Modern Educational Technology 2016, (11): 100-106.
Shu-tang Zheng, Zhong Xu. New Horizon College English: Speaking Listening Viewing (Second edition) [Z]. Beijing: Foreign Language Teaching and Research Press, 2013.
Gass S M. & Mackey A. Input, interaction, and output in second language acquisition [A]. B. Vanpatten & J. Williams (ed.), Theories in Second Language Acquisition [C]. Mahwah, NJ: Lawrence Erlbaum Associates, 2007, 175-99.
Qiufang Wen. Application of the output-driven hypothesis in college English teaching; Reflections and suggestions. [J]. Foreign Language World, 2013, (6): 14-22.
Tyler, R. W. Basic Principles of Curriculum and Instruction [M]. Chicago: The University of Chicago Press, 1949.
The National Foreign Languages Teaching Advisory Board, Ministry of Education. Guidelines on College English Teaching [Z]. 2017. https://wenku.baidu.com/view/a514b9865ebfc77da26925c52cc58bd63086936d.html.
Kinsella K. Understanding and empowering diverse learners in ESL classrooms [A]. Reid J M. Learning styles in the ESL/EFL classroom [C]. Beijing: Foreign Language Teaching and Research Press, 2002: 193.
Gass S, Svetics I. & Lemelin S. Differential effects of attention. Language Learning. [J]. 2003, 53 (3): 495-543.
Goodyear V, Dudley D. “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models [J]. Quest, 2015 (3): 274-289.
Qiufang Wen. Major Issues in Second Language acquisition [M]. Beijing: Foreign Language Teaching and Research Press, 2010: 285-64.
Miyazoe T, Anderson T. Viewing and Participating: Blog Visualization and Its Learning Outcomes in Blended Learning [C]//Professional Communication Conference. IEEE, 2011: 1-9.
The Council of Europe, Common European Framework of Reference for languages: Learning, Teaching, Assessment [Z]. Beijing: Foreign Language Teaching and Research Press, 2014.
Bao-cheng Han. Statistics in Foreign Language Teaching and Research [Z]. Beijing: Foreign Language Teaching and Research Press, 2004: 126-131.
Greenall S, Qiufang Wen. New Standard College English Real Communication An Integrated Course (Second edition) [Z]. Beijing: Foreign Language Teaching and Research Press, 2016.