Chapter Three Research methodology.........20
3.1 Research question............203.2 Participants..............20
3.3 Instruments.........21
3.4 Experimental procedure...................23
Chapter Four Data analysis and discussion..........29
4.1Analysis and discussion of questionnaire I.......... 29
4.2Analysis and discussion of questionnaire II.........33
4.3Analysis and discussion of the tests.........38
Chapter Five Conclusion and suggestion..........45
5.1 Major findings of the research.......... 45
5.2 Implication of the research.............46
5.3 Limitation of the research and suggestions for the future research............... 47
Chapter Four Data analysis and discussion
4.1Analysis and discussion of questionnaire I
Questionnaire I aims to explore the research question: Is the English flippedclassroom teaching mode helpful to arouse students’ English learning interest? If yes,to what extent?82 questionnaires are collected totally. All the questionnaires are valid. Thecomparison of English learning interest between CC and EC before the experiment ispresented as follows. The results of the data are shown in the following tables.
4.2Analysis and discussion of questionnaire II
Table 4.10 and table 4.11 show that the students in CC were not significantlydifferent the students in EC on autonomous learning ability (t (80) = -.935, p>0.05)nspections of two group means indicate that the average score of the students in CC(61.83) is close to that the students in EC (64.83). Therefore, it can be concluded thatthere is no statistically significant difference between the performances of CC and ECin pre-questionnaire II. Hence, there exists no significant difference between the CCand EC in terms of autonomous learning ability.Table 4.12 and table 4.13 show that the students in CC were significantlydifferent from the students in EC on autonomous learning ability (t (80) = -2.762,p<0.05). Inspections of two class means indicate that the average scores of thestudents who are taught under the traditional classroom teaching mode in CC (61.27)is significantly lower than that the students who are taught under the flippedclassroom teaching mode in EC (70.43). This suggests that through the teachingexperiment of the flipped classroom teaching mode in EC, the students’ autonomouslearning ability has progressed a lot and the ability gap between the students ofdifferent levels has been narrowed. It can also be known that the improvement in thestudents’ autonomous learning ability is significant. Chen (2013) also claims that theimplementation of the flipped classroom not only can improve the students’ learninginterest in writing, but also can improve thestudents’autonomous learning.The questionnaire contains 21 questions, which can be divided into 7 categories.Question 1 to 3 is about learning motivation. Question 4 to 6 is about learning time.Question 7 to 9 is about learning environment. Question 10 to 12 is about learningmethod. Question 13 to 15 is about learning process. Question 16 to 18 is aboutlearning achievement. Question 19 to 21 is about learning innovation.Through the analysis of above data, it can be seen that there is no significantchange afterten-week teaching in CC. Only 15% of the students think that they have astrong interest in English learning before the experiment. After ten-week traditionalteaching, the number of the students is the
