翻轉課堂於英語師資培育：學習風格之角色探討

Flipping the Classroom for Pre-Service English Teachers: Investigating the Role of Learning Styles

此研究探討了翻轉課堂教學法（Flipped Classroom Instruction, FCI）對英語師資生的教學成效。研究透過蒐集學生感官學習型態，以分析FCI與學習型態之間的關聯性。研究對象為41位英語師資生，研究期間為期17週，採問卷為主的量化研究方式進行。在每週課程前，學生須觀看有關課程內容的線上影片，並完成一份書面學習反思。結束17週課程後，學生完成了兩份問卷（翻轉教學問卷與感官學習型態偏好問卷），以評估他們對FCI的態度並獲取其學習型態資訊。此研究採用標準化常模參照量表評估學生對FCI的態度，並透過線性回歸分析FCI與學習型態之間的相關性。研究結果指出，FCI被認為是一種有效的教學法，能促進學生與同儕及教師之間的互動，並提升課堂活動參與度。學生認為他們在課堂中的表現具有良好的學習成效，且課堂參與過程令人愉悅。偏好團體學習的學習者與翻轉教學（FCI）的學習成效的相關性最為顯著；然而，僅有不到50%的學生認為自己屬於團體學習者。此研究建議，應將FCI納入英語師資培育課程，以提升課堂中的實務學習成效，使課堂時間得以更有效運用於真實教學活動。此外，建議在實施FCI前先評估學生的學習型態偏好，並於課程中提供有效的學習策略指導，有助於最大化提升翻轉教學的學習成效。

This study investigated the effectiveness of flipped classroom instruction (FCI) for pre-service English teachers. Students’perceptual learning styles were also collected to determine correlations between FCI and learning styles. Forty-one pre-service English teachers participated in this questionnaire-based quantitative study for a 17-week period. Prior to attending class each week, students were required to watch online videos containing the course content and were asked complete a reflection on what they had learned. At the conclusion of the study, the students completed 2 questionnaires (Flipped Classroom Questionnaire & Perceptual Learning Style Preference Questionnaire) to assess their attitudes towards FCI and to obtain their perceptual learning styles. Validated normative-referenced scales were used to evaluate the student’s attitudes towards FCI, and correlations were made between FCI and learning styles through linear regression. FCI was considered effective as a teaching pedagogy for promoting interaction with classmates and the teacher, and for student participation in classroom activities. The students perceived their performance in class to be successful in terms of learning achievement and classroom enjoyment. Learners who preferred working in groups had the strongest correlation with FCI effectiveness; however, less than 50% of the students identified themselves as utilizing this learning style regularly. These results suggest that FCI should be integrated into pre-service English teacher education to enhance in-class practical learning by freeing up class time for authentic teaching activities. Furthermore, identifying students’preferred learning styles prior to implementing FCI and providing guidance on effective learning strategies within a flipped classroom setting are recommended to maximize its benefits.