A study on non-English majors’ cognitive adaptation and learning performance in flipped classroom

Abstract

This paper, using a mixed method, designed the college English Flipped Classroom from the perspective of curriculum, and examined the students’ cognitive adaptation, engagement and application skills. It was found that the students differed in cognitive adaption (students good at listening and speaking performed better), and their listening and speaking were improved. Moreover, speaking significantly correlated with in-class interaction and group collaboration. Finally, it was suggested that based on the level of speaking and listening, stratified teaching could be carried out to provide pre-class, in-class and post-class facilitation respectively.