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Five Conclusion ......... 51
5.1 Major Findings ......... 51
5.2 Pedagogical Implications ........... 52
5.3 Limitations and Suggestions ...... 53 

Chapter Four Results and Discussion

4.1 Results of Tests 

In  this  study,  pre-test  is  conducted  in  the  first  two  weeks,  and  the  results  are analyzed as follow to show students’ proficiency in spoken English. The comparison between  CC  and  EC  is  conducted  to  examine  whether  there  is  obvious  difference between  students’proficiency  with  the  aid  of  Independent  Sample  Test.  The  results are presented in the following table.  As shown in Table 4-1, the mean scores of EC and CC are 22.890 and 23.228 respectively, so the gap between the scores is not tiny. The results reflect the similar level of spoken English proficiency of the subjects in the two classes. Moreover, the standard deviation of EC and CC are 2.377 and 2.299, which shows the distribution of scores in the two classes is approximate.  Table 4-2 analyzes the results of pre-test in CC and EC. As is shown in the table, P=0.447  >  0.05,  so  there  is  no  significant  difference  between  the  spoken  English proficiency of students in CC and EC before the experiment.  

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Conclusion

This  chapter  shows  a  summary  of  the  key  findings  of  the  study  and  the pedagogical  implications.  Besides,  the  limitations  of  this  study  and  suggestions  for further research are presented. According  to  the  results,  most  students  hold  that  their  spoken  English proficiency  have  been  improved  and  this  teaching  model  is  beneficial.  In  addition, students  have  more  chance  to  practice  spoken  English  in  class,  and  the communication  with  teacher  and  students  are  enhanced.  Besides,  students  are satisfied  with  the  atmosphere  which  motivates  them  to  learn  actively.  Flipped classroom model offers significant potential for improving knowledge and increasing engagement with classroom activities in a supportive classroom environment.       Flipped  classroom  model  promotes  the  reverse  of  teaching  process,  that  is,  it leaves  out  all  the  class  time  for  students’  practice  instead  of  teacher’s  instruction. This  teaching  model  fits  for  spoken  English  because  spoken  English  learning requires large language output and this model can provide more time for students to practice  English.  Then,  flipped  classroom  model  emphasizes  students’  autonomous learning ability, interact本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。