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Developing a FLIPPED-ACTION Model in a Language-Teaching Internship Program

Yee-Chia Hu
Ming Chuan University, Taoyuan, Taiwan
Abstract—With 69 participants taking a course titled Bilingual Education and Teaching in the Department of Teaching Chinese as a Second Language, this project introduces an empirical study which covers two 20-week class experiments under the monitoring of action research in 2015 and 2016. Surveys are administered to elicit the information about the relationships between the FLIPPED-ACTION implementation and the students’ reaction. Cross-analyzing the quantitative data serve as a reference for verifying the degree of effectiveness of course design and an indicator of learning outcome. The result shows that all the paths calculated by the statistic tool are significant (***0.001). The model supports all hypotheses. All features in the model positively affect each other, suggesting that each of the features plays an essential role in building the FLIPPED-ACTION course model which promotes the students’ skills employed in the internship. 
Index Terms—flipped learning, curriculum design, educational technology, FLIPPED-ACTION course model, internship

Cite: Yee-Chia Hu, "Developing a FLIPPED-ACTION Model in a Language-Teaching Internship Program," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 25-31, March 2018. doi: 10.18178/ijlt.4.1.25-31
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