Pre-Service Teachers' Task Engagement in Flipped Chinese Language and Culture Learning

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-06-01 DOI:10.4018/ijcallt.323649
Tingting Wang, Haixia He
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Abstract

The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.
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职前教师在翻转汉语语言文化学习中的任务参与
作为传统教学方法的替代品,翻转课堂在高等教育中越来越受欢迎。本研究以三种参与促进因素为理论框架,考察职前教师在翻转汉语语言文化学习中的任务参与。在本研究中,50名参加ESL方法课程的美国本科职前教师在课外在线学习中国语言和文化,然后在讲师的指导下进行实践和协作学习。通过对调查、随访访谈、焦点小组和学生文件的分析,探讨职前教师如何感知他们在学习任务中的任务参与以及产生这种感知的原因。主要研究结果表明,当任务与学生的能力相匹配,为他们提供设定学习目标的机会,提供即时反馈,并有明确的学习目标,指导和方向时,学生积极参与翻转学习。结果还表明,固定的课程形式、明确的学习任务和循序渐进的指导以及有效的评估是吸引学生学习的关键。结论和启示为外语翻转教学的设计与实践。最后,讨论了研究的局限性和未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
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