| Summary: | 碩士 === 康寧大學 === 應用外語研究所 === 103 === The flipped classroom model has attracted considerable research attention and gained growing popularity around the world. Although a great deal of research has confirmed the pedagogical benefits of the flipped classroom model in higher education, there is little discussion on junior high school English grammar learning in Taiwan. With a view to Taiwan junior high school students’ less proficiency in their English grammar learning and passive learning attitudes, there is a need to increase their learning motivation and promote their English grammar learning effect. Therefore, this study aimed to investigate the integration of the flipped classroom model into junior high school English grammar learning in Taiwan aligned with the inspection of peer interaction patterns displayed during the implementation. Also, students’ responses to the use of the flipped classroom model were explored after the treatment. This study involved 53 eighth graders from two intact classes in central Taiwan. One class with 29 participants was assigned to the experimental group applied the flipped classroom model, whereas the other class with 24 participants was assigned the control group receiving tranditional instruction for fourteen-week class periods. Four instruments were used to analyze the data quantitatively and qualitatively for this study, including grammr learning materials on YouTube, a grammar test, an interaction observation checklist, and a questionnaire on students’ responses to the use of the flipped classroom model.
The major findings were summarized as follows:
(1)The integration of the flipped classroom model into English instruction enhanced junior high school students’ English grammar learning effectively.
(2)Higher frequency peer interaction patterns were identified on the modified Flanders Interaction System in the flipped classroom model, including accepting or exchanging information or ideas of peers, raising questions or seeking assistance, and providing assistance.
(3)Students’ feedback toward the flipped classroom model was generally positive.
According to the findings, some pedagogical implications are proposed. Finally, the limitations of this study and suggestions for future research in this area are presented.
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