透過翻轉教學提升大學生英文高層次思考技能

Improving EFL College Students’ Higher-Order Thinking Skills Through Flipped Instruction

提升大學生英文高層次思考技能是很重要的議題。然而，到目前為止探討「翻 轉教學」如何提升大學生英文高層次思考技能之研究相當少。因此，本研究的目的 即在於探究翻轉教學對提升大學生英文高層次思考技能的影響，並探究這些學生對 翻轉教學以提升他們英文高層次思考技能之態度與觀感。本研究採用準實驗研究設 計方法，研究對象為臺灣一所科技大學應用外語系英文閱讀課的65位學生，其中 實施翻轉教學之實驗組的班級有31位學生，實施傳統教學之控制組的班級有34位學 生。研究工具包含兩組學生高層次思考技能測驗（含前、後測）、實驗組態度問卷 調查（5個等級的李克特量表）、實驗組焦點團體訪談。研究結果顯示：一、高層 次思考技能測驗方面，實驗組的參與者優於控制組的參與者，且實驗組的高層次思 考技能測驗結果有統計上顯著差異；二、實驗組參與者對於以翻轉教學提升其英文 高層次思考技能持有很正面的態度與觀感。研究結論為：翻轉教學有助於將傳統的 教室文化模式轉變為翻轉教學社區文化模式，對於提升大學生英文高層次思考技能 有很正面的影響。

The issue of improving college student’s higher-order thinking skills has received considerable attention. However, few researchers have been able to draw on any systematic research into such an issue from the perspective of flipped instruction in English as a foreign language (EFL) courses. Therefore, the purpose of this research was to explore the effects of flipped instruction on EFL college students’ higher-order thinking skills. In addition, this research examined EFL college students’ attitudes toward and perspectives on the flipped instruction for higher-order thinking skills in the classroom. A quasi-experimental design was used in this research. A total of 65 Taiwanese EFL college students in two intact classes participated in the present study: an experimental class (N = 31) and a control class (N = 34). Research data included: (1) A pre-post test of higher-order thinking skills for two groups; (2) An attitudes questionnaire of 5-point Likert scale for the experimental group, and (3) Focus group interviews for the experimental group. Research findings revealed that the participants of the experimental group outperformed the counterparts of the control group and that there were statistically significant differences in the tests of higher-order thinking skills in the experimental group. In addition, based on questionnaire and interview data, the participants in the experimental group held very positive attitudes toward and perspectives on the flipped instruction employed in the classroom. In conclusion, the flipped instruction was effective in transforming an EFL college classroom culture from a traditional pedagogy model to a flipped-instruction community model, promoting higher-order thinking skills.