Supporting Students’ Learning of Lower-Level Language Strategies in Classical Chinese Reading: A Flipped Classroom Approach

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Abstract

This study used a pretest-posttest treatment-control group quasi-experimental design to investigate the potential benefits of employing the flipped classroom (FC) approach, based on the established FC model, for teaching lower-level language skills in classical Chinese (CC). Participants were 243 students from two secondary schools in Hong Kong. Pre- and post-test comparisons showed that the experimental group (EG) made significant improvements in reading comprehension, strategy use, and motivation, while the control group (CG) only improved their reading performance. EG students also had positive perceptions of the FC approach. The study's findings support the feasibility and effectiveness of using the FC model as a new learning approach in an unexplored area of language learning traditionally dominated by teacher-centered instruction.

Author

• Kit Ling Lau, The Chinese University of Hong Kong