Abstract:

Creating a student-centered and interactive learning environment positively influences English teaching as a foreign language. Flipped class inversing the lecture and homework time could motivate students to learn English actively, however, there is little research on how we apply flipped class in a practical way to provide several general principles to teach and integrate the flipped class or modify teaching methods to adapt to the new learning activity. In this study, we invited 53 the fourth year students in French Engineering School to participate in our activity. We observed and tracked all their performance in the flipped class and we concluded several typical failures from the preparation before the class, presence in the class and reflection after the class separately. According to the analysis result, we put out 4 basic suggestions to effectively and efficiently flip the English class. Furthermore, based on the flipped class model raised by Marcel Lebrun, which includes three different levels of flipped class in general, we analyzed the suggested strategies and principles and divided them into different steps of different levels in the model.

Keywords:

Flipped class, English as a foreign language, Engineering students.