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首页> 外文期刊>Interactive Learning Environments >The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class
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The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class

机译：学生反应系统（SRS）在翻转英语作为外语（EFL）课的英语语法学习中的有效性

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摘要

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students' learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students' learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students' grammar learning achievement.
机译：翻转课堂通过指导学生从在线学习材料中自己学习并邀请他们根据自己在课堂上的困难提出问题，从而扭转了典型的课堂讲授和课堂外作业的结构，因此而闻名。实践证明，将这种教学方法融入英语作为外语（EFL）课堂的许多尝试都对学生的学习成就和学习动机有利。但是，关于如何为EFL翻转教室组织互动，参与和有效的课堂活动的研究很少。在这项研究中，提出了一个学生反应系统（SRS），以支持教师在翻转班级中组织课堂活动。为了研究这种方法的有效性，在工程学校的EFL教室中进行了一次准实验。实验组使用SRS进行课堂活动，而对照组则遵循常规方法。结果表明，使用SRS可以提高学生学习英语语法的学习动机和自我效能，并提高他们在翻转学习过程中的课堂活动中的参与度和参与度。此外，问卷调查结果表明，学生在EFL翻转课堂中接受了SRS作为教学方法。但是，使用SRS不能有效地提高学生的语法学习成绩。

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