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Contexts?","","研究探讨翻转课堂是否能在澳门中国与美国的两种ESL/EFL情境中提升学生学习成果。采用序列前测-后测的准实验混合方法设计（N=64），比较翻转方式（FA）与学生在语法学习结果上的成效，并通过语法测验与语法问卷评估其英语语法的舒适度与自信。研究结合学生焦点小组与语法作业完成情况进行数据三角验证，结果显示两组自述舒适度提高，但真实成就仅在实验组显著。",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/does-the-flipped-classroom-lead-to-increased-gains-on-learning-outcomes-in-eslefl-contexts/597866/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/does-the-flipped-classroom-lead-to-increased-gains-on-learning-outcomes-in-eslefl-contexts/597866.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"本研究研究的核心问题是什么？","Question",{"text":112,"@type":113},"研究关注翻转课堂是否能带来更高的语法学习结果增益，并进一步比较学生对语法能力的态度变化与感知差异，以及翻转方法带来的“投入/认同”。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"研究采用了什么研究设计与样本规模？",{"text":117,"@type":113},"采用前测-后测的准实验混合方法设计（quasi-experimental mixed-methods），样本量为N=64，以确定翻转方式与学习成就差异是否存在。",{"name":119,"@type":110,"acceptedAnswer":120},"翻转课堂对学生的学习成果与自述感受分别有什么发现？",{"text":121,"@type":113},"两组学生在自述舒适度数据中都表现出提升，但在实际成就（语法测验等）方面，只有实验组的增益具有显著性。",{"name":123,"@type":110,"acceptedAnswer":124},"研究如何收集与验证与学习成效相关的数据？",{"text":125,"@type":113},"通过语法前测与后测语法测验评估学习结果，并用语法问卷了解学生对英语语法的舒适度与自信；同时结合学生焦点小组与已完成语法作业的均值进行数据三角验证。","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597866,1792401629,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Does the Flipped Classroom Lead to Increased Gains on Learning Outcomesin ESL/EFL Contexts?  \nThis research investigates whether the flipped classroom can lead students to increased gains on learning outcomesin 2 ESL/EFL contexts in Macau, China, and the US. Apretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students’ achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students’ perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations fora flipped curriculum and materials design for ESL/EFL teachers in any context globally.  \nIntroduction  \nBy now, everyone in education has probably heard of the flipped  \nclassroom. The flipped model is gaining attention among edu  \ncators from all levels and fields around the world. According to the definition provided in The Flipped Learning Network (2014), a flipped classroom is:  \nA pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive  \nThe CATESOL Journal 28.1 • 2016 • 39  \nlearning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.  \nIn the flipped model, videos are used to deliver instruction to students outside of class, thus freeing class time for hands-on learning, individualized instruction, group collaboration, and creative projects in order to master learning objectives. Through these means, students receive extensive and intensive language input and are able to work at their own pace. Although the flipped classroom was originally a pedagogical approach used in the K-12 system, it has become widely applicable to the tertiary level. Therefore, we can say it is also an andragogical approach to teaching and learning. For language learning, the skills that children use are much different from those that adults use, so it is important to make this distinction but to show that the flipped approach is applicable to both contexts.  \nIn response to the popularity of the flipped paradigm, a plethora of online sources have become available for teachers in many fields and disciplines to get started with adopting a flipped approach in their classes.1 Such online sources vary from websites and blogs to guidebooks geared toward teachers who may be unfamiliar with the concept of flipping.2 Likewise, several books have been written that are rich in content, such as Bergmann and Sams (2012, 2014), Bretzmann (2013), and Fulton (2014) .3  \nDespite the vast amount of materials available about the flipped approach, empirical evidence in support of the approach is seemingly lacking. Even less is available regarding the ESL/EFL classroom because much of what flipping entails is similar to what language teachers have been doing for decades. Besides Kate Petty (2015) and Troy Cockrum (2014), there are few sources that ESL/EFL teachers can turn to for hints and concrete lessons for using in a flipped classroom. These limited resources, while good starting points, offer no empirical support of the flipped model. Therefore, this is an area of the research that is missing. In particular, while research into student perceptions of the flipped model have been undertaken,4 few researchers have questioned the effects of the approach on student achievement.  \nThe current investigation, therefore, ","cbCaisPct2SigtV6","https://ap.wps.com/l/cbCaisPct2SigtV6","pdf",366477,29,"English","# Introduction\n# How the Flipped ESL/EFL Classroom Differs From the Traditional Classroom","[{\"question\":\"本研究研究的核心问题是什么？\",\"answer\":\"研究关注翻转课堂是否能带来更高的语法学习结果增益，并进一步比较学生对语法能力的态度变化与感知差异，以及翻转方法带来的“投入/认同”。\"},{\"question\":\"研究采用了什么研究设计与样本规模？\",\"answer\":\"采用前测-后测的准实验混合方法设计（quasi-experimental mixed-methods），样本量为N=64，以确定翻转方式与学习成就差异是否存在。\"},{\"question\":\"翻转课堂对学生的学习成果与自述感受分别有什么发现？\",\"answer\":\"两组学生在自述舒适度数据中都表现出提升，但在实际成就（语法测验等）方面，只有实验组的增益具有显著性。\"},{\"question\":\"研究如何收集与验证与学习成效相关的数据？\",\"answer\":\"通过语法前测与后测语法测验评估学习结果，并用语法问卷了解学生对英语语法的舒适度与自信；同时结合学生焦点小组与已完成语法作业的均值进行数据三角验证。\"}]","Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts? | PDF",1792085852,73]