1. THE USE OF FLIPPED CLASSROOMS IN AN EFL COURSE 4A0C0044 Coco 李慈恩

2. Introduction  The rise of flipped classroom has been an on-going controversial discussion.  Flipped learning has become increasingly popular in higher education globally.

3.  The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. Introduction

4.  This study holds a positive attitude towards using flipped learning in classrooms. Introduction

5. The purpose of this study  The purpose of the study is to examine  (1) the effects of flipped classrooms  (2) the students’ perceptions of a flipped approach relative to a traditional approach

6. Research Questions  Does flipped classroom impact learning effectiveness in the EFL course?  How much do students perceive they have learned?

7.  The use of a flipped classroom Literature Review

8.  Flipped classrooms take what was previously class content (teacher led instruction) and replace it with what was previously homework (assigned activities to complete) now taking place within the class. (Pierce & Fox, 2012). The use of a flipped classroom

9.  They are assumed to take control of their own pace, progress and responsibility in the learning process based on their own individual needs.  They are enabled to free up class time to make meaningful contact with students for observing, guiding, commenting, and helping. Students in FCTeachers in FC The use of a flipped classroom Flumerfelt & Green (2013); Fulton (2012)

10. Methodology  This study will use a pretest posttest research to data analysis.  To find out how EFL learners perceive between the use of flipped classroom and traditional classroom.

11. Methodology  Participants  EFL students from Department of Applied English  Two classes, one is flipped classroom and the other is traditional classroom

12. Methodology  Data collection and analysis  To answer the primary question regarding students’ achievement, a repeated measures ANOVA will be used to identify any statistically significant differences.  The pretest and posttest assessments will be identical tests designed to assess student realization of the learning outcomes of the course.