Flipped classroom in ESP teaching and learning: An Activity Theory perspective

Ibérica

article

Hao Liu¹  Hu Qiu¹  Zuocheng Zhang² 

[1] Xi’an Jiaotong University;University of New England

关键词: Activity Theory;    micro-lesson;    flipped classroom;    critical thinking disposition;    ESP teacher development;   

DOI  :  10.17398/2340-2784.44.263

学科分类：社会科学、人文和艺术（综合）

来源: Asociacion Europea De Lenguas Para Fines Especificos

【 摘 要 】

Flipped classroom as an instructional approach has gained increasing attention in English language teaching and learning, including English for Specific Purposes (ESP). This article examined a cohort of Chinese university students’ experiences of learning News English (an ESP-oriented course) through pre-class micro-lesson videos as part of flipped classroom. The data included task sheets accompanying the micro-lesson videos prepared by the teachers as well as interviews with the students about their learning experiences, think-aloud sessions and learning diaries. Adopting an Activity Theory perspective, we were able to identify notable differences between the teacher-designed pre-class activity system and the activity system actually experienced by the students. The study also demonstrated the complicating effect of students’ critical thinking disposition on the dynamics of their micro-lesson learning. The findings are discussed in relation to ESP teacher development, in particular regarding the development of technological pedagogical content knowledge for effective design and delivery of flipped classroom.

【 授权许可】

CC BY-NC