Abstract:

The Flipped classroom provide learners with the opportunity to receive more individualized education while allowing the teacher to have a more effective use of the face-to-face time with the students. It creates a more supportive environment and provides students with a higher and deeper level of learning than with a traditional classroom. Moreover, it allows the students to be in charge of their learning and their time which motivates the lower level students and challenge the higher level students.

This paper will present the experience of a flipped educator and her students, as they reflect on their technology enhanced flipped foreign language course in an English medium university in Mainland China. As these students progress through their foreign language learning, many opportunities for reflection emerge as their role shifts from "spoon" (passive learners) to "knife" feeding (active learners).

This paper will provide their perceptions on the shift of students and teachers role, the course design, content and delivery, and the assessment of the learning and teaching. The collection of this information is done through observation, surveys, and monitoring the learning outcomes of the learners. I expect these data to show positive results.

This paper will conclude with the implications of working with students from the e-generation, speakers of Chinese with different levels of English, students with varying levels of willingness to change, and different proficiencies in technology.

Keywords:

Flipped classroom, higher education, innovation, pedagogy, foreign languages, technology enhanced, motivation, world languages, E-Generation.