A Comparative Study on the Effect of Teaching Mode on English Majors’ Learning Anxiety: Flipped Classroom vs. Traditional Classroom

Yuping XIAO

Abstract


With the rapid development of information technology, multimedia and network play an important role in education. It not only triggers the innovation of education, but also puts forward higher requirements for the English majors. Based on the flipped classroom teaching mode and the Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al. (1986), a questionnaire survey and semi-structured interviews are conducted among senior English Majors from a local college in order to explore the differences of learners’ anxiety level under traditional classroom teaching mode and flipped classroom teaching mode. In addition, the relationship between students’ English learning proficiency and their anxiety levels in flipped classroom mode is analyzed.
By using SPSS 26.0, a quantitative and qualitative analysis is conducted on the collected data from questionnaires and interviews and yield the following results. Firstly, there is no significant difference in learners’ anxiety level between traditional classroom and flipped classroom mode. In both teaching modes, among the four categories of factors, the category of communication apprehension factors has the greatest impact on students’ anxiety level. But compared with the traditional classroom mode, flipped classroom mode is more conducive to alleviate English majors’ foreign language learning anxiety. Secondly, in the flipped classroom mode, English majors’ learning proficiency level has low negative correlation with students’ anxiety level.


Keywords


Flipped classroom; Traditional classroom; Foreign language anxiety; Learning proficiency; English majors

Full Text:

PDF

References


Alrabai, F. (2014). A mode of Foreign Language Anxiety in the Saudi EFL Context English Language Teaching, 21(7), 197-218.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington DC: International Society for Technology in Education.

Chen, W. (2019). Investigation on English learning anxiety of English majors under flipped classroom mode. Journal of Chifeng College, 40(10),124-129.

Cui, Y. H., & Wang, Y. (2014). Flipped classroom and its application in college English teaching. Journal of China Electronic Education, (11), 116121.

Ganschow, L., et al. (1994). Differences in language performance among high-, average-, and low-anxiety college foreign language learners. The Modern Language Journal, 78(1), 41-55.

Gao, Z. & Li, J. N. (2016). Comparison of Chinese learners’ anxiety in the intercultural communication classroom: flipped vs. traditional mode. Journal of Foreign Language E-Learning, (1), 37-42.

Guan, J., & Shi, Y. Z. (2015). An empirical study of anxiety of non-English majors in Intercultural Communication classroom from the perspective of dynamic systems theory. Journal of PLA Foreign Language Institute, 38(05), 91-99.

Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety Scale. TESOL Quarterly, 20(3), 559-562.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(3), 112-126.

Huang, D. M. (2021). An empirical study of the effects of flipped classroom on college students’ English learning anxiety. Journal of PLA Foreign Language Institute, 44(5), 26-33,136.

Khan, S. (2012). The one world schoolhouse: Education reimagined. London: Hodder and Stoughton.

Krashen, S. D. (1980). The input hypothesis. In J. E. Alatis (Ed.), Current issues in bilingual education (pp.168-180). Washington: Georgetown University Press.

Kurk, M. (2018). Change in foreign language anxiety: A classroom perspective. International Journal of Applied Linguistics, 28(4), 31-57.

Lei, X. (2004). A survey of undergraduate students’ classroom anxiety in English learning and its implications for English teaching and learning. Journal of Foreign languages and Literature, 21(1), 46-51.

Macintyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 46(2), 283-305.

Macintyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 39(2), 251- 275.

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85-87.

Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76(1),14-26.

Raber, A. S. (1996). Dictionary of Psychology. Shanghai: Shanghai Translation Publishing House.

Toyama, M., & Yamazaki, Y. (2018). Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates. Asian-Pacific Journal of Second and Foreign Language Education, 3(4), 1-27.

Young, D. J. (1992). Language anxiety from the foreign language specialist’ sperspective: Interviews with Krashen, Omaggio, Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2),157-172.

Wang C. K. (2003). The test report of Foreign Language Classroom Anxiety Scale (FLCAS) among college students. Journal of Psychological Science, 26(2), 281-284.

Wang, H. L. & Zhong, S. M. (2017). China’s foreign language teaching reform: From micro courses to MOOCs and flipped classrooms. Journal of Foreign Language E-Learning, (01), 16-20, 34.

Wu, L., & Su, R. (2014). Learners’ self-regulation of anxiety in the flipped classroom in the age of MOOCs. Journal of Liuzhou Teacher Training College, 29(3), 88-90.

Zeng, W. J., et al. (2020). How to design a “student learning-centered” university flipped classroom. Research on Modern Distance Education, 32(5), 77-85.




DOI: http://dx.doi.org/10.3968/13110

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Studies in Literature and Language

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

 

Online Submission: http://cscanada.org/index.php/sll/submission/wizard


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; sll@cscanada.net; sll@cscanada.org

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail: office@cscanada.net; office@cscanada.org; caooc@hotmail.com

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture