An Experimental Study on Flipped Classrooms of English Pronunciation

DOI

10.2991/iceess-18.2018.44How to use a DOI?

Keywords

Flipped Classroom, English Pronunciation, Teaching Effectiveness, Students’ Perceptions

Abstract

This study analyzed the teaching effectiveness in three different flipped classrooms of self-developed English Pronunciation courses. Through a quantitative analysis of multiple data sources, the researcher found that the scores of all the three flipped classrooms were significantly improved. The teachers’ role and participation have a great impact on students’ performance in different flipped classrooms. The class where teacher performs as organizers provide more opportunities for team members to communicate and cooperate with each other, which entails positive feedbacks.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lei Zhang
PY  - 2018/10
DA  - 2018/10
TI  - An Experimental Study on Flipped Classrooms of English Pronunciation
BT  - Proceedings of the 2018 International Conference on Education, Economics and Social Science (ICEESS 2018)
PB  - Atlantis Press
SP  - 179
EP  - 182
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceess-18.2018.44
DO  - 10.2991/iceess-18.2018.44
ID  - Zhang2018/10
ER  -