The Study Of The Influence Of Flipped Learning In EFL Learning On Vocational School Students’ Autonomous Learning Ability

In recent years,autonomous learning ability and Flipped Learning have received more and more attention in education circle.Flipped Learning has a close relationship with learners’ autonomous learning ability.Flipped Learning advocates the notion----learning before teaching and autonomous learning.Learners are required to learn basic knowledge on their own by viewing video made by teachers before come to classroom to free class time for engaging in various learning activities.Different levels of autonomous learning ability make great differences in Flipped Learning.In return,varioius learning activities in three phrases of Flipped Learning also have certain effect on learners’ autonomous learning ability.Therefore,many EFL teachers try to introduce Flipped Learning into EFL classroom in vocational school,hoping to improve students’ autonomous learning ability.In this research,based on the survey of research participants’ existing autonomous learning ability,the author implemented Flipped Learning in one class and traditional teaching in the other,trying to get to know the influence of Flipped Learning on vocational school students’ autonomous learning ability by making a comparative study.The researches on Flipped Learning or vocational school students’ autonomous learning ability respectively are fruitful.However,the researches on the influence of Flipped Learning on vocational school students’autonomous learning ability are few.Against such a research background,based on Bloom’s mastery learning,humanism and constructivism theory,the research has been conducted into the influence of Flipped Learning in EFL on vocational school students’ autonomous learning ability.For this purpose,this study seeks to answer the following two research questions:1)Can Flipped Learning improve vocational school students’ autonomous learning ability?2)Can Flipped Learning improve vocational school students’ English academic performance?The participants of this research are 28 students of experimental class and 30 students of control class in chemical engineering department of Jiuquan vocational technical college.This study employs the quantitative approach with questionnaire and test paper.During the experiment,participants are required to fill the same questionnaire twice:pre-questionnaire before experiment and post-questionnaire after experiment.The comparison results of pre-questionnaire and post-questionnaire are used to prove whether Flipped Learning can improve vocational school students’ autonomous learning ability.Questions of the questionnaire are designed from the following seven dimensions of autonomous learning ability------learners’ attitudes towards learner autonomy,learning motivation,identifying what has been taught,formulating appropriate learning objectives and plans,selecting and implementing learning strategies,monitoring the use of learning strategies,monitoring and evaluating learning process.Also the participants are required to take the pre-test before experiment and post-test after experiment to see whether Flipped Learning can improve vocational school students’ English academic performance.The returned valid data from both questionnaire and test are processed by the SPSS22.0.T-test results show:before experiment,students’ autonomous learning ability in control class and experimental class is basically at the same level;after the experiment,compared with students of control class,students of experimental class have greater improvement on the following five dimensions of autonomous learning ability-------learners’ attitudes towards learner autonomy,learning motivation,identifying what has been taught,formulating appropriate learning objectives and plans,monitoring and evaluating learning process.However,students of experiemtal class still keep a low level with students of control class in selecting and implementing learning strategies,monitoring the use of learning strategies.T-test results also show that Flipped Learning can improve vocational school students’ English academic performance.A conclusion can be drawn that Flipped Learning is beneficial for improving vocational school students’autonomous learning ability and English academic performance.Finally,the limitations of this study are summarized and some suggeations for the future research are given in this paper.