主動學習長久以來都存在著研究的價值，迄今也收穫了不錯的成果。主動學習擴大了學習成效。近來一個新的教學法備受矚目-翻轉教學法融入了科技並且改變課堂原始的結構。翻轉教室使學生在課堂外主動學習基礎的知識，進一步的到課堂中透過互動應用所學的知識。這造就了一個積極且充分應用知識的課堂。此研究致力於探討英語實習課程中使用翻轉教學和傳統的聽講教學法的學習成效和學生對翻轉教學的看法。總共有81位夜間部的大學生參與此研究，35位學生使用傳統的聽講教學法，而另外46位學生則是使用翻轉教學法學習。本研究採用全民英檢模擬試題來測量學生的學習成效和自訂一份學習態度問卷來了解學生對翻轉教學和傳統教學的看法。此外，藉由訪談更進一步的深入探討學生對翻轉學習的想法。結果發現兩組學生在實驗過後都有顯著性的進步，而翻轉教學組的學習成效顯著高於傳統的聽講教學組。由此可推論翻轉教學法的確優於傳統教學法。然而，在翻轉課堂的學生雖同意翻轉教學帶來的學習成效，卻不甚滿意翻轉課堂的進行模式。傳統的聽講教學組的學生也同意聽講課堂的學習成效，卻也指出聽講課堂上缺乏應用的機會。總結來說，翻轉教學可幫助學生內化知識並協助他們成為更積極且有技巧的學習者。此研究成果提供未來想使用翻轉教學授課和研究的教師一些實證研究參考與建議。

Active learning has been studied and has had valuable results up till the present moment. Active participation in learning tends to result in better learning outcomes. Recently, a new pedagogy, the flipped classroom model, infuses technology and changes the original structure of the classroom. The flipped classroom model enables students to learn the basic concepts outside of the classroom and share their knowledge by doing discussions in the classroom. As a result, learners are active in learning and develop learning autonomy. The present study aimed to investigate the effects of the flipped classroom and the students’ perceptions on the flipped classroom model and the traditional lecture model in English Drill classes. A total of 81 continuing education students participated in the study. There were 35 students in the traditional lecture model classroom and 46 students in the flipped model classroom. A GEPT mock test was used to measure students’ English proficiency before and after the experimental period and a questionnaire on learners’ perceptions was used to investigate how the students feel about the two pedagogical models. In addition, interviews were carried out to understand the impacts of the flipped classroom model. The results showed that both groups significantly improved after the experimental period, but the flipped classroom model group significantly outperformed the traditional lecture model group. The results indicated that both pedagogical models were effective but the flipped classroom model was better than the traditional lecture model. However, for the flipped classroom model group, participants reported dissatisfaction with the structure of the flipped classroom model. Although they were troubled by the procedures, they agreed with the effectiveness of the flipped classroom model. On the other hand, students in the traditional lecture model group showed satisfaction with the effects of the model but they pointed out that there were not enough activities in the classroom. In conclusion, the flipped classroom model is useful in helping students internalize knowledge and become active and skillful learners. The findings can also provide pedagogical implications for instructors teaching English Drill and research suggestions for future research.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS..........I
CHINESE ABSTRACT..........II
ENGLISH ABSTRACT..........III
TABLE OF CONTENTS..........V
LIST OF TABLES..........VII
LIST OF FIGURE..........IX
CHAPTER ONE INTRODUCTION..........1
1.1 Background of the study..........1
1.2 Statement of the problem..........5
1.3 Purpose of the study..........8
1.4 Research questions..........8
1.5 Significance of the study..........9
CHAPTER TWO LITERATURE REVIEW..........11
2.1 Constructivism..........11
2.2 Zone of Proximal Development..........13
2.3 Active learning..........14
2.4 Bloom’s Taxonomy of Learning..........18
2.5 Introduction of the flipped classroom model..........23
2.5.1 Definition of the flipped classroom model..........24
2.5.2 Advantages of the flipped classroom model..........26
2.5.3 Flipped classroom as active learning..........29
2.5.4 Comparison between the traditional lecture model and the flipped classroom model..........30
2.5.5 Related studies on the flipped classroom model..........33
CHAPTER THREE METHODOLOGY..........38
3.1 Research design..........38
3.2 Participants..........39
3.3 Instruments..........41
3.4 Procedures..........45
3.4.1 Flipped classroom model..........45
3.4.2 Traditional lecture model..........50
3.5 Data collection and analysis..........53
CHAPTER FOUR RESULTS AND DISCUSSION..........54
4.1 Learners’ beginning levels..........55
4.2 Learning outcomes..........55
4.2.1 Learning outcomes of the flipped classroom model group..........56
4.2.2 Learning outcomes of the traditional lecture model group..........57
4.2.3 Comparison of learning outcomes between the flipped classroom model group and the traditional lecture model group..........57
4.3 Results of the questionnaire..........60
4.3.1 Results of learners’ perceptions on the flipped classroom model..........61
4.3.2 Results of learners’ perceptions on the traditional lecture model..........73
4.4 Results of the interview..........85
4.4.1 Previous English learning experiences in school..........85
4.4.2 Interviews on the flipped classroom model..........86
CHAPTER FIVE CONCLUSION..........99
5.1 Summary of the results..........99
5.2 Limitations of the study..........102
5.3 Suggestions for future research..........103
REFERENCES..........105
APPENDICES..........114

LIST OF TABLES
Table 2.1 Structure of the Original Taxonomy..........19
Table 2.2 Structure of the knowledge dimension of the revised Taxonomy..........21
Table 2.3 Structure of the cognitive process dimension of the revised Taxonomy..........21
Table 2.4 Comparison of class time in the traditional lecture model vs. the flipped classroom model..........32
Table 2.5 Related research on the flipped classroom model..........35
Table 3.1 Participants’ GEPT mock test scores..........40
Table 3.2 Perceptions on the flipped classroom model questionnaire..........42
Table 3.3 Perceptions on the traditional lecture model questionnaire..........44
Table 3.4 Timetable of the flipped classroom recommended by Bergmann & Sams..........46
Table 3.5 Course schedule of the flipped classroom..........48
Table 3.6 The flipped classroom contents (reading section) and schedule..........49
Table 3.7 Course schedule of the traditional lecture class..........51
Table 3.8 The traditional classroom contents (reading section)and schedule..........51
Table 4.1 GEPT pretests between the two groups..........55
Table 4.2 GEPT pretest and posttest of the flipped classroom model..........56
Table 4.3 GEPT pretest and posttest of traditional lecture model..........57
Table 4.4 Learning outcomes between the two groups..........58
Table 4.5 Descriptive analysis of the pretest on learners’ perceptions of the flipped classroom model..........62
Table 4.6 Descriptive analysis of the posttest on learners’ perception of the flipped classroom model..........67
Table 4.7 Comparison of the eight items on the flipped classroom perception questionnaire..........73
Table 4.8 Descriptive analysis of the pretest of the perception on the lecture model..........75
Table 4.9 Descriptive analysis of the posttest of the perception on the lecture model..........80
Table 4.10 Comparison of the eight items on the lecture model perception questionnaire..........84

LIST OF FIGURE
Figure 2.1 Traditional classrooms and the flipped classrooms..........23

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