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Chapter One Introduction

1.1 Background of the Study
The flipped classroom model is a pedagogical approach that has become something of abuzzword in the recent years. During the past years, a number of corresponding terms, such asinverted classroom (Lage & Platt, 2000), just-in-time teaching (Novak, 2011), flippedclassroom (Bergmann & Sams, 2012), and inverted learning (Davis, 2013), have been listed inthe literature. Origination stories differ, but most credit Jonathan Bergmann and Aaron Sams,high school chemistry teachers from Colorado, who began to use recorded lectures in 2006 tomeet students individual needs by allowing the teachers to personalize the students’ Education.Bergmann and Sams were Science teachers in a high school who had students missing a lot ofclasses. Their high school was located in a remote area and students were required to gothrough long distances for school events and other activities. Frustrated by the amount of timethat students were missing from class, Bergmann and Sams decided to record their lessons onvideo so that students could review their lectures outside of class. The response they had fromstudents was extremely positive, so they continued to record more video lessons. Bergmannand Sams saw an improvement in their teaching effectiveness and the engagement of theirstudents. They noted that this was not due to their video lectures, but due to increasedface-to-face time they had with their students because they were not spending time lecturing.By replacing the traditional lectures with lesson videos, Bergmann and Sams could use theirlimited classroom time to work with students one-on-one, conduct more labs, and answer morequestions. The original idea was to help those who were absent from class, but they soonrealized this model was beneficial for all students (Bergmann & Sams, 2012). They describedtheir new learning model as the Flipped Classroom. As its name suggested, the idea of flippedclassroom is:Instead of coming to class to watch the teacher lecture and then going home topractice what they learned- home work- students watch the lecture at home and then come toclass to practice what they’ve learned- that is, they’re now doing homework in class(Sams &Bergmann, 2013).Allowing students to watch videos before class, at anytime they choose, as often as theywish, and stopping wherever they feel necessary, is a revolutionary of the traditional model ofclassroom learning. Therefore micro-lectures have been a key component to successful flippedclassroom practices. At the present writing(till December, 2016), more than 646 clips havebeen presented on EBSCO host with the key words “flipped classroom model”, ranging frommathematics, biology, nursing, computer and physics, to name only a few. Only 4 clips of thesestudies on EBSCO host are involved in English or English learners, while 8 clips on CNKI arefound. In terms of the key words of micro-lecture and flipped classroom, only 1 clip aboutmicro-lecture in flipped classroom is listed on EBSCO host and 6 clips listed on CNKI. Thepaucity of empirical research on the implications of using flipped classroom model in Englishlearning process is what promoted me to conduct this study.
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1.2 Purpose and Significance of the Study
Since 2011, flipped classroom has been introduced into China and applied in secondaryschools such as Chongqing Jiangjin Jukui School and Shandong Changle No. 2 SecondarySc