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2.2 Review of Flipped Classroom Model
Flipped classroom, also named “upside down classroom” or “the inverted classroom”, is aradical change of the traditional teaching: lecturing by day and doing homework by night.The concept of flipped classroom can date back to Woodland Park High School inColorado Rockies. Because of poor traffic and extreme weather, lots of pupils were absent from school. In 2007, the school teachers Jonathan Berman and Aaron Sams put theirclassroom PowerPoint presentations and audio materials on videos and uploaded them to web,so that the absent students would learn by themselves at home. Later, this way was extended tothose students present at class, who watched the video at home or after class and did homeworkin class. In class, teachers would not lecture but help students to solve problems and doactivities. This teaching method was defined by Sam and Bergmann(2012)as simply watchinglectures at home that were traditionally done in the classroom, and then completing thehomework in the classroom.. More importantly, Salman Khan and Khan Academy(www.khanacademy.org) contribute a lot to the popularization of flipped classroom. SalmanKhan made lots of videos on mathematics and published them on the net. All these videos werehighly popular with students and teachers in other schools. Some teachers and schools changedtheir teaching style after watching Khan’s videos. This model is soon very popular acrossAmerica1 and the Canadian “Globe and Mail” in 2011 granted to the model the most radicaltechnological innovation of class teaching.
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3.1 Research Questions.........26
3.2 Subjects........... 26
3.3 Instruments......27
3.3.1 Questionnaire .......27
3.3.2 Interview........29
3.4 Introduction of English Flipped Classroom Model.........30
3.5 Data Collection andAnalysis..........34
Chapter Four Results and Discussion...........35
4.1 Students’Attitude Towards English Flipped Classroom Model......35
4.2 Critical Factors that Affected Learners’ Satisfaction of English.....37
4.3 Research on the Micro-Lectures Used in Flipped Classroom Model ........... 44
4.4 Students Comments and Notes ......51
Chapter Five Conclusion......53
5.1 Findings and Implication of the Research.......53
5.2 Limitation of the Research......55

Chapter Four Results and Discussion

4.1 Students’Attitude Towards English Flipped Classroom Model

Since the absence cannot be avoided and some of the students who were absent from theEnglish course more than 8 classes during the study period were separated.One hundred andsixty five questionnaires on the survey of flipped classroom were collected. The number ofmale respondents is 25, which is accounting for 15.2 percent, and the number of femalerespondents is 140, which is accounting for 84.8 percent. The result shows that male is 69.6%less than female involved in this questionnaire. The result shows that the number of answerAgree in Learner satisfaction 1-3 are the largest, accounts for 60.6%, 63.0% and 57.6%;respectively, the number of answer Uncertainty and Agree in Learner satisfaction 4 areapproximately equal, accounts for 39.4% and 36.4%; the number of answer Disagree inLearner satisfaction 5&6 is the largest, accounts for 59.4% and 57.0%, respectively.Item 1 stated:If I had an opportunit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。