A Study Of Flipped Classroom Effects On High School English Learners' Cognitive Process

Senior high school students in China find it's the tremendous challenge of using English to process information and address problems.Flipped classroom thriving around the world is expected to assist English learners in the solutions to this issue.But there are pretty few studies on the influence of high school English learners' cognitive process in flipped classrooms in China.The purpose of this thesis is to exam the benefits of flipped classroom vs.traditional classroom for high school English learners' cognitive process in terms of participation rate,social presence and reasoning skills.This thesis based on Henri's model(1992),in which cognitive process is clarified,measured and analyzed,is quantitative analyses of high school English learners' cognitive process.Henri 's model has been utilized in many education studies.Thus its reliability and validity has been inspected.Henri's seminal work is to propose that analyzing English language learners'cognitive process from five dimensions,including participation rate,social presence,reasoning skills,interaction and metacognitive dimensions.Because of the limitations of experimental time,this thesis selected participation rate,social presence and reasoning skills dimensions for research.The research questions present as following:From the perspective of participation rate,what effect does flipped classroom have on high school English learners' cognitive process?From the perspective of social presence,what effect does flipped classroom have on high school English learners' cognitive process?From the perspective of reasoning skills,what effect does flipped classroom have on high school English learners' cognitive process?The experiment lasted nearly four months.A total of 92 participants in Grade 1 are from two natural parallel classes at Xi'an Binhe Senior School.Students in two classes at Xi'an Binhe Senior School intend to participate and be taught in either a flipped classroom or a traditional classroom.In the flipped classroom,the learners watch an online lesson based on QQ before class and participate in a small-group discussion and other class activities in class.In contrast,the traditional classroom isn't arranged online lessons before class and is taught in a traditional approach.The learners' statements in the small-group discussion are recorded in two classes.Through recording students'utterances in a discussion,data collection,t test and statistical analysis with the help of SPSS 17.0,the thesis can produce the result.Based on the data analysis of the experiment,the following conclusions are drawn:First,there was no significant difference between the flipped classroom and traditional classroom when comparing participation rate.From the perspective of participation rate,it means that flipped classroom has little effects on high school English learners' cognitive process.Second,there was a significant difference between the flipped classroom and traditional classroom when comparing social presence.From the perspective of social presence,flipped classroom has a significant effect on high school English learners'cognitive process.The students in the flipped classroom improved produced less social presence.Third,there was a significant difference between the flipped classroom and traditional classroom when comparing high-order reasoning skills.From the perspective of reasoning skills,flipped classroom has a significant effect on high school English learners' cognitive process.The students in the flipped classroom improved high-order reasoning skills.Eventually,through comparing three dimensions of evaluating high school learners'cognitive processes during utilizing English to process information,research revealed that flipped classroom teaching model has significant effects on high school English learners' cognitive process from social presence and reasoning skills dimensions.Therefore,there are some benefits of flipped classrooms over traditional classrooms for high school English learners' cognitive process.