Critique of “Classroom Interaction and learning Anxiety in the IRS Integrated Flipped Language Classrooms” by Zhang,C.,&Lin,H.K.(2019), Asia-Pacifi c Education Researcher,28(3),193-201.
Abstract
This is a critique essay that goes from summarizing the research background of the article,literature review,research objectives,research methods,to analyzing the strengths and weaknesses of the article,and proposing appropriate solutions.Through
an in-depth look into the article,entitled“Classroom interaction and learning anxiety in the IRS integrated fl ipped language
classrooms”,the strengths,embodying a logical literature review about related research,innovation of the combined PS-IRS teaching
strategies,and well-arranged research procedures,are exhibited in the critique.Also,three obvious weaknesses are underlying the
research design and data analysis.It is revealed that identical online preparatory learning content should be provided in the future research,and the measuring instrument of the English learning anxiety should be refi ned.Overall,the research being criticized is of signifi cant pedagogical implications.
an in-depth look into the article,entitled“Classroom interaction and learning anxiety in the IRS integrated fl ipped language
classrooms”,the strengths,embodying a logical literature review about related research,innovation of the combined PS-IRS teaching
strategies,and well-arranged research procedures,are exhibited in the critique.Also,three obvious weaknesses are underlying the
research design and data analysis.It is revealed that identical online preparatory learning content should be provided in the future research,and the measuring instrument of the English learning anxiety should be refi ned.Overall,the research being criticized is of signifi cant pedagogical implications.
Keywords
Flipped language classrooms;IRS;Summary;Critique
Full Text:
PDFReferences
[1] Bergmann,J.,&Sams,A.(2012).Flip your classroom:Reach every student in every class every day.Alexandria,VA:International Society for Technology in Education.
[2] Bao,D.(2019).The place of silence in second language acquisition.English Language Teaching&Research,1(1),26-42.
[3] Bárkányi,Z.(2021).Motivation,self-efficacy beliefs,and speaking anxiety in language MOOCs.ReCALL,33(2),143-160.
[4] Bieling,Antony,M.M.,&Swinson,R.P.(1998).The state-trait anxiety inventory,trait version:structure and content re-examined.Behaviour Research andTherapy,36(7),777–788.
[5] Chang,C.,Shih,J.L.,&Chang,C.K.(2017).A mobile instructional pervasive game method for language learning.Universal Access in the Information Society,16(3),653-665.
DOI: http://dx.doi.org/10.18686/ahe.v6i17.5455
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