Flipping the classroom in teaching Chinese as a foreign language

Abstract
Through an in-depth analysis of quantitative and qualitative data, this article offers a case study of the advantages and challenges in the application of the flipped learning approach in the instruction of Chinese as a foreign language at the beginning level. Data were collected from two first-year Chinese classes (one in traditional and the other in flipped format) to investigate whether there were statistically significant differences in learning outcomes and students’ levels of satisfaction between the two classes. Final exam and oral test scores showed that students in the flipped class performed better in speaking, since more time was devoted to meaningful interactions in class. As indicated in the results of the end-ofthe-semester questionnaire, these students also gave higher average ratings on three aspects of their learning experience: level of required self-directedness, amount of practice in class, and stimulation of interest in the subject.

Keywords: Blended Learning and Teaching, Instructional Design, Less Commonly Taught Languages
Language(s) Learned in this Study: Chinese

APA Citation: Yang, J., Yin, C. X., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a
foreign language. Language Learning & Technology, 22(1), 16–26. https://dx.doi.org/10125/44575

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