ArticleOpen Access http://dx.doi.org/10.26855/er.2024.05.012
Discussion on Improving Students’ Independent Learning Ability in College English Flipped Classroom
Yuxuan Wang
Xi'an Fanyi University, Xi'an, Shaanxi, China.
*Corresponding author: Yuxuan Wang
Published: June 6,2024
Abstract
The flipped classroom is a new teaching model that involves the teaching process both inside and outside the classroom, leading to a transformation in teaching methods. The flipped classroom is a new teaching mode, which is the teaching process inside and outside of the classroom, thus generating teaching turnover. Students' independent learning is a crucial factor that influences their learning efficiency. In college English flipped classrooms, the main factors affecting students' independent learning ability include weak self-efficacy, a rigid understanding of English learning styles, and insufficient teacher support functions. Three strategies are proposed to enhance students' independent learning ability: enhancing self-efficacy based on recent developments in the field, leveraging the supportive role of teachers, and implementing group cooperative learning. Students' independent learning is an important factor affecting their learning efficiency. In college English flipped classrooms, the main factors affecting students' independent learning ability include weak self-efficacy, a rigid understanding of English learning styles, and insufficient teacher auxiliary support. Three strategies are put forward to improve students' independent learning ability: improve self-efficacy according to the recent development field, give full play to the support function of teachers, and establish group cooperative learning.
Keywords
College English, flipped classroom, independent learning
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How to cite this paper
Discussion on Improving Students’ Independent Learning Ability in College English Flipped Classroom
How to cite this paper: Yuxuan Wang. (2024). Discussion on Improving Students’ Independent Learning Ability in College English Flipped Classroom.The Educational Review, USA, 8(5), 714-718.
DOI: http://dx.doi.org/10.26855/er.2024.05.012