The Flip-Side of Academic English (AE)
The Flip-Side of Academic English (AE)
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学术英语 (AE) 的另一面
DOI：
10.1007/978-3-319-99834-3_38
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Takashi Mashiko
中科院分区：
文献类型：
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作者：
Valerie A. Wilkinson;Damon M. Chandler;Takashi Mashiko
虽然我们在罗马尼亚雅西举行的 iA2017 上的“Flipping Out in Japan”中报告了课堂气氛的积极变化，但缺乏有关语言改善的经验证据的问题。此外，对照组和实验组没有充分划分。我们的评价是主观的、印象主义的。随着第三位合作伙伴为最终测试方案提供建议，我们希望通过可复制的测试结果来解决这两个批评。在本文中，我们重新审视我们的前提和研究目标。 “翻转课堂”或体验式学习都是关于情境的，因为去年对照组和实验组在课堂上都表现良好，气氛明显改善，所以我们决定今年为两组保留“翻转”形式。随着高年级学生“导师”和实验组访客的加强，以及两名以英语为母语的人对对照组的教学，我们依靠一系列根据课程每个模块的相关材料构建的测验，并根据这些测验进行期末考试，以提供可靠的经验数据，使同行相信该方法的实用性。
While we reported positive changes in class atmosphere in “Flipping Out in Japan” at iA2017 in Iasi, Romania, questions regarding empirical evidence of language improvement were lacking. Also, the control and experimental groups were not adequately demarcated. Our evaluations were subjective and impressionistic. With the addition of a third partner who advised a final testing protocol, we hope to address both of these criticisms with replicable test results. In this article, we re-examine our premises and the goals of our research. The “flipped classroom,” or experiential learning, is all about context, and because both control and experimental groups did well last year in the class with a decidedly improved atmosphere, we decided this year to maintain the “flipped” format for both groups. With the enhancements of a senior student “mentor” and visitors to the experimental group, and two native English speakers teaching the control group, we are relying on a series of quizzes structured on the relevant material in each module of the class, with the final exam based on those quizzes, to provide robust empirical data which will convince peers of the approach’s utility.