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A STUDY OF TASK-BASED LANGUAGE INSTRUCTION IN FLIPPED ENGLISH AS FOREIGN LANGUAGE CLASSROOMS IN CHINA

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Title:A STUDY OF TASK-BASED LANGUAGE INSTRUCTION IN FLIPPED ENGLISH AS FOREIGN LANGUAGE CLASSROOMS IN CHINA
Authors:Zhou, Bing
Contributors:Paek, Seungoh (advisor)
Learning Design and Technology (department)
Keywords:Instructional design
English as a second language
Higher education
Bloom’s revised taxonomy
EFL
show 4 moreflipped classroom
Gagne’s nine events
instructional design
TBI
show less
Date Issued:2020
Publisher:University of Hawai'i at Manoa
Abstract:This study investigated the effect of implementing a flipped classroom model, constructed using Bloom’s taxonomy, task-based instruction (TBI) and Gagne’s nine events, on student learning, perceptions of learning, and student interactions in Chinese College English as Foreign Language (EFL) courses. In this embedded mixed methods study, the sample population was comprised of the first-year college students enrolled in a comprehensive public university in China. The quantitative component of this study utilized a quasi-experimental design. Three classes of college EFL courses respectively employed a fully flipped instructional design model (EG1), a semi-flipped instructional design model (EG2), and a traditional instructional design model (CG). To investigate any differences among the three formats of instruction, students’ academic performances, students’ perceptions on their learning experiences and their cognitive development, students’ frequencies of interactions were compared and analyzed. The qualitative component of the study explored students’ learning experiences through semi-structured interviews. This study yielded promising results involving the fully flipped model of instruction and significantly improved student learning outcome on reading comprehension in the final examination. With better use of class time and improved instructional practices, the fully flipped model of instruction allowed the students the opportunity to demonstrate their understanding and knowledge through the various tasks not commonly utilized or observed in the traditional classroom. After completion of the analyses and interpretation of the results, recommendations for future research were given.
Pages/Duration:211 pages
URI:http://hdl.handle.net/10125/73351
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Learning Design and Technology


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