||Effects of Flipped Classroom on English Listening Anxiety and English Listening Strategy of University Students in Taiwan
||Department of English
English Listening Anxiety
English Listening Strategy
||Listening Skill is an important skill in English learning. In Taiwanese educational context, the focus of learning English was not listening skill until college. Hence, in this research, it investigated the effects of flipped classroom on English listening anxiety and English listening strategy. In this study, the students were randomly divided into the experimental and control group. The flipped classroom model was implemented in the experimental group and the traditional classroom model was conducted in the control group. In both groups, they would fill in three questionnaires for pretest and posttest (English listening anxiety, English listening strategy and the perception of flipped classroom (the experimental group) and the perception of traditional classroom (the control group) and semi-constructed interview. The results showed that the listening anxiety had decreased in both groups and the experimental group decreased more than the control group. The use of listening strategy had significant different after the treatment in both groups. In experimental group, they would like to engage in the flipped classroom model in the future. In sum, after the treatment, both groups had improved their listening comprehension and their listening anxiety decreased and use more listening strategies after these two classroom models.
||TABLE OF CONTENTS
CHAPTER ONE 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purposes of the Study 7
1.4 Research Questions 9
1.5 Significance of the Study 9
CHAPTER TWO 11
LITERATURE REVIEW 11
2.1 The Flipped Classroom and Bloom’s Taxonomy 11
2.1.1 Advantages of the Flipped Classroom 12
2.1.2 Listening Comprehension in the Flipped Classroom 15
2.1.3 Flipped Classroom in Taiwanese Educational Context 16
2.1.4 Bloom’s Taxonomy 17
2.1.5 Bloom’s Taxonomy in Foreign Language Learning 18
2.2 Foreign Language Listening Anxiety (FLLA) 19
2.2.1 Definition of English Listening Anxiety 19
2.2.2 Factors of English Listening Anxiety 20
2.3 Foreign Language Listening Strategy (FLLS) 25
2.3.1 Dimensions of English Listening Strategy 25
2.3.2 Relationship between English Listening Anxiety and Strategy Use 27
CHAPTER THREE 31
3.1 Participants 31
3.2 Materials 33
3.3 Instruments 36
3.4 Procedures 44
3.4.1 Research Process 44
3.4.2 Flipped Classroom Instruction 46
3.4.3 Traditional Classroom Model 47
3.5 Data Collection 48
3.6 Data Analysis 49
CHAPTER FOUR 51
RESULTS AND DISCUSSION 51
4.1 The Beginning Listening Proficiency Level of the Participants 51
4.2 Learning Outcomes 52
4.2.1 Learning Outcomes of the Flipped Classroom Model Group 52
4.2.2 Learning Outcomes of the Traditional Classroom Model Group 53
4.2.3 Comparison of the Learning Outcomes between the Flipped Classroom Model Group and the Traditional Classroom Model Group 54
4.3 Results of the Questionnaire 55
4.3.1 Results of Learners' Questionnaire on Foreign Language Listening Anxiety in the Flipped Classroom Model 56
4.3.2 The Questionnaire of Pretest and Posttest of Foreign Language Anxiety in the Traditional Classroom Model 61
4.3.3 The Questionnaire of Foreign Language Listening Strategy 66
22.214.171.124 The Questionnaire of Foreign Language Listening Strategy in the Flipped Classroom Model 66
126.96.36.199 The Questionnaire of Foreign Language Listening Strategy in the Traditional Classroom Model 68
4.3.4 The Flipped Classroom Model Questionnaire 69
4.3.5 The Traditional Classroom Model Questionnaire 70
4.4 Results of the Interview 73
4.4.1 Perception of Foreign Language Listening Anxiety 73
188.8.131.52 Perception of Characteristics of Listening Input 74
184.108.40.206 Perception of Test Anxiety 75
220.127.116.11 Perception of Negative Evaluation of Teachers and Classmates 76
18.104.22.168 Perception of Worry of Misunderstanding or Nonunderstanding 77
22.214.171.124 Perception of Context-Specific Anxiety 78
4.4.2 Perception of the Foreign Language Listening Strategy 80
126.96.36.199 Perception of Cognitive Strategy 80
188.8.131.52 Perception of Metacognitive Strategy 81
184.108.40.206 Perception of Socio-Affective Strategy 82
4.4.3 Perception of the Flipped Classroom Model 84
220.127.116.11 Perception of the Use of Video 84
18.104.22.168 Perception of the Class Activities 85
22.214.171.124 Perception of Application of Flipped Classroom 87
CHAPTER FIVE 89
5.1 Conclusion 89
5.2 Limitation 90
5.3 Suggestions 91
LIST OF TABLES
Table 3.1 Participants 32
Table 3.2 Perceptions of the flipped classroom model questionnaire 40
Table 3.3 Perceptions of traditional classroom model questionnaire 42
Table 3.4 The instruments of the experimental and control group 43
Table 3.5 Procedures of treatment 45
Table 3.6 Procedures of the flipped classroom model 46
Table 3.7 Procedures of the traditional classroom model 47
Table 3.8 Procedures of the flipped and traditional classroom model 48
Table 4.1 GEPT pretests between the two groups 52
Table 4.2 GEPT pretest and posttest of the flipped classroom model 53
Table 4.3 GEPT pretest and posttest of the traditional classroom model 53
Table 4.4 GEPT posttest between the two groups 54
Table 4.5 Questionnaire of pretest and posttest of foreign language listening anxiety in the flipped classroom model 56
Table 4.6 The results of five factors of listening anxiety in the flipped classroom model 59
Table 4.7 Foreign language listening anxiety in the flipped classroom model 60
Table 4.8 Questionnaire of pretest and posttest of foreign language listening anxiety in the traditional classroom model 61
Table 4.9 The results of foreign language listening strategy in the traditional classroom model 64
Table 4.10 Foreign language listening anxiety in the traditional classroom model 65
Table 4.11 The questionnaire of foreign language listening strategy in the flipped classroom model 67
Table 4.12 The questionnaire of foreign language listening strategy in the traditional classroom model 68
Table 4.13 The pretest and posttest of the questionnaire of the flipped classroom model 69
Table 4.14 The questionnaire of the traditional classroom model 71
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