Justification for Flipping the EFL Classroom in China

Plenty of restraints challenge teachers looking to introduce aspects of computer-assisted language learning (CALL) in mainland China. Scarcity of reliable computers and relevant software, teachers unfamiliar with CALL who simply do not want to change teaching styles, and teachers’ uncertainty about how to use CALL materials that do happen to exist on campus all conspire to discourage change (Li, 2007). These challenges pertain to introducing out-of-class blended learning as well, such as resistance from entrenched teacher-centered classroom expectations (Tham & Tham, 2013) and unreliable, censored Internet.

Still, research on what motivates and supports Chinese English as a foreign language (EFL) learners justifies flipping the classroom, a form of blended learning that Lytle (2013) identified as an inherently student-centered concept that motivates and challenges learners to show mastery of second- or foreign-language skills. Recent research on Chinese learners of English stresses the need to move away from traditional classroom models even more, because teacher-centered lecture-style classrooms in China may crush intrinsic motivation and cause learners both to devalue learning English and to spend less time trying to learn it (Li, 2014). Speaking on English as a second language (ESL) students’ development of academic and conversational English in U.S. schools, Cummins (2000) emphasized the need for authentic two-way communication between teachers and students to prevent learners’ competence of English from becoming “shallow and passive” (p. 544). To flip the classroom successfully in mainland China, teachers should (1) try to instill both external and internal motivation and (2) harness the popularity and acceptability of Chinese social media.

Motivate Your Students

Flipping the classroom essentially means that a teacher either finds or creates materials and makes those materials available online both before and after class. For instance, before class a teacher might use free, open-source tools such as Google Slides to organize presentations on a target classroom concept, then Screencast-O-Matic to record a “lecture” or task-based lesson on the concept, including the teacher’s voice and other additional links and cues to help learners. The resulting video could be uploaded to class YouTube accounts or made available through a school learning management system or class Google Community. After class, a teacher could reinforce students’ in-class practice and one-on-one exchanges with the teacher to expand on and personalize language concepts. A good illustration is represented on the Center for Teaching + Learning website of The University of Texas at Austin.

Because Chinese learners’ previous classroom experiences may lead them to expect teacher-dispensed and classroom-contained instruction, teachers may need to motivate learners externally with online quizzes or other assignments in the out-of-class portions of a flipped classroom. Before students practice language skills during class, teachers might also want to give review assessments in the opening minutes of the period that may count toward students’ final grades. Teachers could instill intrinsic motivation with communicative aspects of the flip. Instead of or in addition to graded quizzes, public or class blogs could allow learners to communicate meaningfully in English before and after class. Ideally, students should have chances to show opinions and express personal identities as Chinese speakers of English. They should have chances to realize ownership of the language.

Social Media in China

Restricted, censored Internet in China may limit the ease of the flip. Google, Facebook, YouTube, and other social-media applications remain off limits and inaccessible in most places throughout the mainland. Alternatives exist, however.

Chinese QQ represents messenger software widely used in China. Teachers can use it to create class groups for asynchronous and synchronous communication. For creating and uploading videos, teachers can use Screencast-O-Matic and upload to Sina Weibo (similar to Facebook) or Youku (similar to YouTube). For locating already-made videos for lessons, teachers might scan Youku or the more widely encompassing search engine Baidu.

Conclusion

Countless reasons exist for moving away from traditional, teacher-centered teaching norms in China. Although institutional demands may seem to limit the language teacher, such as crowded classrooms and expectations of teacher-centered and classroom-contained learning, flipping the classroom can offer valuable chances for students to develop motivation to learn English as well as proficiency to use it.

References

Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34, 537–548. doi: 10.2307/3587742

Li, J. (2007). An attempted evaluation of computer assisted language learning in China. Canadian Social Sciences,3(3), 109–113. Retrieved from http://www.cscanada.net/index.php/css/article/viewFile/427/425

Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451–461. doi: 10.1016/j.system.2014.01.011

Lytle, A. D. (2013). Flipping the classroom. HEIS News. Retrieved from http://newsmanager.commpartners.com/tesolheis/issues/2013-07-15/5.html

Tham, R., & Tham, L. (2013). Challenges facing blended learning in higher education in Asia. International Journal on E-Learning, 12(2), 209–219.