Abstract:

With the rapid development of information technology, the flipped learning (FL) reverses the traditional sequence of knowledge transfer and internalisation, thereby increasing student-teacher interaction and developing higher level cognitive skills. It is important to note that there is a great deal of group interaction in FL. However, the effectiveness of group interaction in foreign language learning is affected by a number of grouping patterns are one of the most important factors that cannot be ignored, but their effectiveness has not been agreed upon by experts and researchers. Therefore, it is of great significance for modern foreign language education to contrast the foreign language learning interactive effect between heterogeneous-multiple-intelligence groups (HMI groups) and free groups in FL. In Communication across cultures is also becoming more important as globalisation and integration become more global and interconnected. It is important to integrate language and cultural education, since language is both the carrier and the soul of culture.

This research, adopted a mixed-research method relying on the qualitative method and supplemented by the quantitative, employed language production (language-related episodes, LREs, and off-task episodes) and Willingness to Communicate (WTC) as the theoretical framework of group interactive effect in FL, studied 31 freshmen who learned a content and language integrated literature course in FL teaching model from the English major of Jilin International Studies University as the participants, collected data through Multiple Intelligences Questionnaire, Willingness to Communicate Questionnaire and video and audio recording, and contrasted the interactive effect between HMI groups and free groups in FL. In FL, we evaluated the factors that influenced group interaction using semi-structured interviews.

This research found the following major findings. The interactive process generated more LREs from HMI groups and resolved more LREs correctly than free groups. However, in free groups, there were more episodes of off-task behavior than in HMI groups. Second, the WTC of HMI groups was quite different from that of free groups, notably in terms of asking peers/teacher questions, volunteering to provide answers, and expressing one's own opinion in a positive way. The readiness of online learning in FL and individual differences (multiple intelligences and relationships among group members) were identified as two of the most important influencing factors of the group interactive effect between the two grouping models in FL.

In order to improve teaching effectiveness, the results of this study will enrich theories of group interaction and foreign language education, and facilitate teachers in conducting effective group interactions.

Keywords:

Flipped Classroom, grouping models, group interactive effect, language-related episodes, Willingness to Communicate, Learning Slang.