Does Flipped Classroom Approach Impact on Foreign Language Classroom Anxiety of First-year Chinese Urban-rural Pre-service Teachers?
Bibliographic record
Abstract
The present study mainly investigated the impact of the flipped classroom approach (FC) on foreign language classroom anxiety (FLCA) among first-year pre-service teachers at a Chinese university. Additionally, it examined whether the effect of (flipped or traditional) teaching approach on the language anxiety differed based on the participants' (urban or rural) educational background. To achieve these objectives, a quasi-experimental design was employed. Two classes, consisting of 60 pre-service teachers (30 from urban and 30 from rural schools) in each class, were randomly assigned to an experimental group exposed to the FC and a control group using the traditional teaching approach (TT). Both approaches were implemented in an English course over a 12-week semester. Data were collected using a Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed with two-way ANOVA. The results revealed that the FC had a positive impact on the FLCA among the pre-service teachers. Furthermore, the relation between teaching approach and language anxiety of the pre-service teachers was not significantly influenced by their educational backgrounds. Consequently, the study recommended that the FC be utilized to ameliorate the language anxiety of the first-year Chinese urban and rural pre-service English teachers. Accordingly, the study provided suggestions for teacher educators, pre-service teachers, and educational institutions and authorities for potentially more effective use of the FC in the specific context. Lastly, it discussed research limitations and avenues for future studies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".