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Thursday, June 23 • 15:00 - 16:00
CON08.02c - Activating the Flipped Classroom of the English Public Speaking with Cooperative Task-Based Learning Approach

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In essence, English Public Speaking (EPS) in China’s tertiary education curriculum is a skills development English-as-a-foreign-language course (Lucas, 2009; Wan, 2009). The flipped classroom opens up to EPS students more opportunities in classroom for productive, interactive activities on the development of English public speaking and communication skills. However, in practice the author finds that the students’ before-class self-instructional learning is like a “black box” whose ciphers can hardly be interpreted or even observed, let alone supervised; on the other hand, effective measures of this new teaching and learning paradigm are yet to be introduced to motivate students. Actuated by these motives, this study aims to activate the flipped EPS classroom with the cooperative task-based learning approach (CTBL) and discusses: 1) the constructive elements in designing this teaching and learning paradigm, 2) the effects of the flipped EPS classroom featuring CTBL, 3) students’ supportive attitude towards this paradigm, based on a recent classroom study. The 16-week empirical research makes a study of 40 non-English majors of the elective course EPS at Fudan University, Shanghai, China. The research instruments of the study are questionnaire and interview. During the whole teaching process, the teacher turns into a holistic designer, designing the cooperative learning tasks with clear descriptions of “the basic four elements” of task (ie who, where, what, when) before, during, and after class under the guidance of teaching objectives. Throughout the semester, several types of CTBL activities have been adopted and have been surveyed in the final-term questionnaire. 91.9% of the respondents answer that these activities are very helpful in improving their English public speaking proficiency. This study finds that by pushing students to further explore the learning resources and challenge them to optimize their potential, CTBL can significantly improve students’ motivation and metacognition, enhance their positive attitude, and thus produce more satisfying outcome in the EPS classroom.


Jiangbo Wan

Jiangbo Wan, Dr.; associate professor at College of Foreign Languages and Literatures, Fudan University; director of the Center for English Public Speaking and Debating, Fudan University.

Thursday June 23, 2016 15:00 - 16:00

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