Abstract

Second language teaching has recently witnessed a transition from the conventional flipped classes to a fully online flipped instruction. The present study aims to examine the differential effects of two modes of fully online flipped instruction, i.e. interaction-embedded (IE) and interaction-reduced (IR), on EFL learners’ speaking. Aligning with a quasi-experimental design, the current study recruited 43 intermediate learners from an English language institute, comprising an experimental group (n = 22) which received an interaction-embedded online flipped instruction with a student-centered teaching style (hereafter IE group) and a comparison group (n = 21) which underwent an interaction-reduced online flipped instruction following a teacher-dominated mode of teaching (hereafter IR group). The participants were selected from intact classes following a convenience sampling method and homogenized based on the Oxford Placement Test (OPT) scores. The results of Mann-Whitney U and Wilcoxon tests indicated that IE and IR modes of online flipped instruction both affected the students’ speaking significantly. Further analysis confirmed the superiority of the IE group to the IR group; however, the observed effect size was negligible. The qualitative findings from semi-structured interviews revealed that the fully online flipped classes secure an innovative, effective and collaborative learning that helps overcome the disorientation problems and apprehension of synchronous live interactions. As such, we posit the significance of online flipped instruction as an approach that bolsters computer-mediated, collaborative speaking and collective scaffolding through establishing an online learning community.

摘要

第二语言教学最近见证了从传统翻转课堂到完全在线翻转教学的转变。本研究旨在探讨两种完全在线翻转教学模式，即互动嵌入（IE）和互动减少（IR）对英语学习者口语的不同影响。本研究采用准实验设计，招募了来自英语语言学院的 43 名中级学习者，其中实验组（n  = 22）接受以学生为中心的互动嵌入式在线翻转教学（以下简称 IE 组） ）和对照组（n = 21），按照教师主导的教学模式（以下简称 IR 组）进行减少互动的在线翻转教学。参与者是按照方便抽样方法从完整的班级中选出的，并根据牛津分班考试（OPT）分数进行均质化。Mann-Whitney U和Wilcoxon测试的结果表明，在线翻转教学的IE和IR模式均对学生的口语能力产生显着影响。进一步分析证实了IE组相对IR组的优越性；然而，观察到的效应大小可以忽略不计。半结构化访谈的定性调查结果表明，完全在线翻转课程确保了创新、有效和协作的学习，有助于克服同步实时互动的迷失方向问题和忧虑。像这样，