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<p>With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.</p>
</abstract>

With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality...

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Data publikacji: 03 maj 2024

Zakres stron: -

Otrzymano: 08 kwi 2024

Przyjęty: 16 kwi 2024

DOI: https://doi.org/10.2478/amns-2024-0968

Słowa kluczowe
SPOC platform, Principal components, Reliability analysis, Validation factor analysis, English language teaching

© 2024 Dandan Shi, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Data publikacji: 03 maj 2024

Zakres stron: -

Otrzymano: 08 kwi 2024

Przyjęty: 16 kwi 2024

DOI: https://doi.org/10.2478/amns-2024-0968

Słowa kluczoweSPOC platform, Principal components, Reliability analysis, Validation factor analysis, English language teaching

© 2024 Dandan Shi, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
SPOC platform, Principal components, Reliability analysis, Validation factor analysis, English language teaching