聽力能力是學生在學習英文的過程中透過練習慢慢習得，但是在台灣，學生在學校比較不著重聽力理解能力的練習，因此此研究以翻轉教室為方法來改善學生英語聽力焦慮的問題和探討學生使用不同英語策略的選擇，還有學生對於翻轉教室的看法。此研究隨機將兩班學生分成實驗組和控制組，實驗組的學生是以翻轉教學的模式上課，控制組的學生是以傳統教室的模式上課。兩組學生需要各自填寫三份問卷在前後測: 英文聽力焦慮、英文聽力策略和翻轉教室的看法(實驗組)、傳統教室的看法(控制組)。結果顯示兩組學生在兩種教學模式下，英文聽力理解能力有顯著進步，實驗組比控制組的學生進步的成績更多。另外，在英文聽力焦慮方面，兩組學生的聽力焦慮感都有顯著降低，實驗組比控制組的學生焦慮感降低的更多。在英文聽力策略的使用上，兩組學生都最喜歡使用認知策略，後設認知策略最低。其中在社會情感策略上，控制組的比實驗組的學生更喜歡使用。結果顯示在後設認知策略上兩組在前後測並沒有顯著不同。總的來說，經過翻轉教室的教學模式，學生在英文學習的基本知識和進階聽力學習任務參與度上都增加了，還有在聽力理解能力上都進步了，而且在未來希望能夠有機會能夠用這樣的模式上課。

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
INTRODUCTION	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
METHODOLOGY	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
4.3.3.1 The Questionnaire of Foreign Language Listening Strategy in the Flipped Classroom Model	66
4.3.3.2 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
4.4.1.1 Perception of Characteristics of Listening Input	74
4.4.1.2 Perception of Test Anxiety	75
4.4.1.3 Perception of Negative Evaluation of Teachers and Classmates	76
4.4.1.4 Perception of Worry of Misunderstanding or Nonunderstanding	77
4.4.1.5 Perception of Context-Specific Anxiety	78
4.4.2 Perception of the Foreign Language Listening Strategy	80
4.4.2.1 Perception of Cognitive Strategy	80
4.4.2.2 Perception of Metacognitive Strategy	81
4.4.2.3 Perception of Socio-Affective Strategy	82
4.4.3 Perception of the Flipped Classroom Model	84
4.4.3.1 Perception of the Use of Video	84
4.4.3.2 Perception of the Class Activities	85
4.4.3.3 Perception of Application of Flipped Classroom	87

CHAPTER FIVE	89
CONCLUSION	89
5.1 Conclusion	89
5.2 Limitation	90
5.3 Suggestions	91

REFERENCES	93


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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