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Comparing Traditional and Flipped Classroom in an EFL Reading Course - Engagement and Autonomy

Hua Cai

Abstract


This paper investigates the comparison between traditional learning and flipped learning in an elective reading course for 40 non-English majors in a university in China learning English as a foreign language. The findings show that 75% of students prefer flipped teaching and the engagement of 87.5% students in the classroom activities has increased. However, 17.5% of students prefer traditional learning and 47.5% of the students did not often watch the pre-class vocabulary videos before the class, which indicates low learner autonomy. Finally, implications of the survey are discussed.

Keywords


Traditional classroom; Flipped classroom; EFL reading; Engagement; Autonomy

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References


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DOI: http://dx.doi.org/10.18686/ahe.v7i3.7190

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