DefinePK

Research Objective

To investigate the impact of a cooperative learning-based flipped classroom model on the oral and general English proficiency of Chinese university students in an EFL context.

Methodology

A quasi-experimental study was conducted with two groups of first-year university students. The experimental group (56 students) participated in a cooperative learning-based flipped classroom model for 24 sessions (80 minutes each) over 28 weeks. The control group (55 students) received standard whole-class instruction. Oral proficiency was assessed using a pre- and post-test designed according to the national spoken CET4 format. General English proficiency was measured by the written CET4 scores. Independent Samples Test was used for data analysis.

Methodology Flowchart

                        graph TD;
    A[Select two comparable university classes] --> B[Divide into Experimental and Control Groups];
    B --> C[Experimental Group: Implement CL-based Flipped Classroom Model];
    B --> D[Control Group: Implement Standard Whole-Class Instruction];
    C --> E[Conduct Oral Pre-test];
    D --> E;
    E --> F[Deliver 28-week Intervention];
    F --> G[Conduct Oral Post-test];
    F --> H[Administer Written CET4];
    G --> I[Analyze Oral Proficiency Data];
    H --> J[Analyze General Proficiency Data];
    I --> K[Compare Group Results];
    J --> K;
    K --> L[Draw Conclusions];                    

Discussion

The cooperative learning-based flipped classroom model appears to be conducive to improving college students' English proficiency, particularly oral skills, by increasing opportunities for language practice and output. The model also seemed to benefit students of different English levels through peer interaction and explanation. Challenges included students' adjustment to a student-centered approach, potential use of the first language, and insufficient feedback due to time constraints.

Key Findings

The experimental group showed significantly greater gains in oral proficiency compared to the control group. While there was no significant difference in written CET4 scores between the two groups, the experimental class had a higher pass rate.

Conclusion

The cooperative learning-based flipped classroom model can enhance English proficiency, especially oral skills, in Chinese university students within an EFL context. It encourages independent learning and provides more output opportunities.

Fact Check

1. The study involved 111 participants in total, with 106 students included in the final statistical analysis after excluding those who did not take the CET4 written test.
2. The experimental group's average oral post-test score was 12.92, while the control group's was 11.89, with a p-value of 0.00, indicating a significant difference.
3. In the written CET4, 61.8% of students in the experimental class passed (score of 425 or over), compared to 50.9% in the control class, a difference of 10.9%.

Mind Map