本研究的目的旨在了解學生在翻轉與傳統二種教學方式下，學習動機的差異、英語單字學習成效的差異、教學方法與學習動機對學習成效的影響以及學生對兩種教學方式的看法。翻轉教室的研究過去多應用於科學、科技、工程與數學 (STEM) 領域，應用在英語科領域的研究較少，特別是研究對象較少針對非英語主修的學生，因此本研究希望將翻轉教室的理念運用在大學工教系英語科教學中，採用實驗教學與對抗平衡設計，探討不同教學方式的影響。參與者為二班修習應用英語課堂之某大學工教系二年級學生共81人。實驗教學時間為四個半月，持續12週，期中考前6週甲乙兩班先分別接受傳統與翻轉的教學方式，期中考後6周兩班的教學方式再進行調換。研究結果發現在翻轉及傳統兩種教學情境中，學生的學習動機沒有顯著差異。在學習成效方面，學生的考試成績在傳統的教學情境中反而表現較好。但在小考成績方面，兩種教學情境下則沒有顯著差異。另外也發現不論是學習動機高或低的學生，都在傳統的教學情境中有較好的學習成效，且高動機的學生也比低動機的學生有較好的學習成效。

The purpose of this research was to investigate the effects of flipped and traditional learning on students’ English learning motivation, vocabulary academic performances, the interaction effects between teaching method and motivation level, and participants’ perspectives toward flipped and traditional learning. Previous research on flipped learning were mostly applied in STEM field, few research applied in English teaching, especially on non-English major students. Therefore, in this research, we wanted to apply flipped learning in EFL field. We adopted quasi-experimental and counterbalanced design to investigate the effects of flipped and traditional instruction. The participants were two classes of industrial technology major sophomore, including 81 students in required practical English class. This research was carried out in a semester, about 12 weeks. Before midterm, class B was in flipped context and class A was in traditional context. After midterm, the teaching method was reversed within class A and B. Through analyzing test scores & English learning motivation quantitative data and interview qualitative data, we found that students’ English learning motivation were similar between flipped and traditional contexts. As for academic performances, students’ exam gain scores were higher in traditional context, while quiz score were similar between flipped and traditional contexts. And top 50 % motivation students performed better on exam than low 50 % motivation students. However, the interaction effects between teaching method and students’ motivation level showed that participants with different motivation levels all performed better in traditional context. Discussion and suggestions for future research were also provided.

論文審定書…………………………………………………………… i
致謝 ………………………………………………………………….. ii
Chinese abstract………………………………………………………… iii
English abstract……………………………………………………… iv
Catalog………………………………………………………………… v
Figures & Tables……………………………………………………… vi
Chapter 1 Introduction………………………………………………… 1
1.1 Research backgrounds and purposes…………………………… 1
Chapter 2 Literature review…………………………………………… 5
2.1 Flipped classroom…………………………………………… 5
2.1.1 The concept of flipped classroom………………………… 5
2.1.2 The influence of flipped classroom………………………… 7
2.2 Language learning motivation………………………………… 10
2.3 Research questions……………………………………………… 12
Chapter 3 Method……………………………………………………… 13
3.1 Participants…………………………………………………… 13
3.1.1 Participants’ English proficiency baseline……………… 14
3.2 Learning context…………………………………………… 17
3.2.1 Flipped context……………………………………… 17
3.2.2 Traditional context…………………………………… 22
3.3 Teaching materials………………………………………… 23
3.4 Instrument ………………………………………………… 23
3.4.1 English vocabulary test…………………………… 23
3.4.2 English learner questionnaire…………………… 23
3.4.3 Semi-structured interview………………………… 24
3.5 Procedure……………………………………………… 25
3.6 Data collection…………………………………………… 27
3.7 Data analysis……………………………………………… 27
Chapter 4 Results…………………………………………………… 29
4.1 RQ1………………………………………………………… 29
4.2 RQ2………………………………………………………… 35
4.2.1 RQ2(1)……………………………………………… 35
4.2.2 RQ2(2)……………………………………………… 43
4.3 RQ3………………………………………………………… 50
4.3.1 Before midterm (Unit 1-6 exam gain scores)……… 51
4.3.2 After midterm (Unit 7-12 exam gain scores)…… 54
Chapter 5 Discussion…………………………………………………… 63
Chapter 6 Conclusion…………………………………………………… 67
6.1 Limitations………………………………………………… 67
6.2 Recommendation & future research……………………… 68

Reference…………………………………………………………… 69
Appendix A Midterm interview protocol……………………………… 72
Appendix B Final interview protocol…………………………………… 73
Appendix C English learner questionnaire……………………………… 74
Appendix D English Learner Questionnaire Constructs and items……… 84

Balan, P., Clark, M., & Restall, G. (2015). Preparing students for flipped or team-based learning methods. Education + Training, 57(6), 639-657. doi: 10.1108/ET-07-2014-0088
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 120th American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
Chen, J. F., Warden, C. A., & Huo-Tsan, C. (2005). Motivators that do not motivate: the case of Chinese EFL learners and the influence of culture on motivation. Tesol Quarterly, 39(4), 609-633.
Chen Hsieh, J. S., Wu, W.-C. V., & Marek, M. W. (2016). Using the flipped
classroom to enhance EFL learning. Computer Assisted Language Learning, 1-
25. doi: 10.1080/09588221.2015.1111910
Choi, H., Kim, J., Bang, K. S., Park, Y. H., Lee, N. J., & Kim, C. (2015). Applying the flipped learning model to an English-medium nursing course. Journal of Korean Academy of Nursing, 45(6), 939-948. doi: 10.4040/jkan.2015.45.6.939
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Etr&D-Educational Technology Research and Development, 61(4), 563-580. doi: 10.1007/s11423-013-9305-6
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. doi: 10.1007/s11528-013-0698-1
Ferreri, S. P. & O'Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), 1-9. doi: 10.5688/ajpe77113
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sciences Education, 14(4), 8. doi: 10.1187/cbe.15-02-0040
Hibbard, L., Sung, S. N., & Wells, B. (2016). Examining the effectiveness of a semi -self-paced flipped learning format in a college general chemistry sequence. Journal of Chemical Education, 93(1), 24-30. doi: 10.1021/acsjcherned.5b00592
Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological review, 94(3), 319-340.
Horwitz, E. K. (1988). The beliefs about language-learning of beginning university foreign-language students. Modern Language Journal, 72(3), 283-294. doi: 10.2307/327506
Hotle, S. L. & Garrow, L. A. (2016). Effects of the traditional and flipped classrooms on undergraduate student opinions and success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 11. doi: 10.1061/(asce)ei.1943-5541.0000259
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. doi: 10.1080/09588221.2014.967701
Jane, W. (1996). A framework for task-based learning: London, England: : Longman Addison-Wesley.
Chua, J., & Lateef, F. (2014). The flipped classroom: viewpoints in asian universities. Education In Medicine Journal, 6(4). doi:10.5959/eimj.v6i4.316
Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology, 114(1), 135-142.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Li, D. H., Jiang, B. S., Li, H. Y., & Liu, X. P. (2016). Design of experiment course "computer-aided landscape design" based on flipped classroom. Computer Applications in Engineering Education, 24(2), 234-240. doi: 10.1002/cae.21701
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. Elt Journal, 58(4), 319-326.
Markus, H. & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954-969.
McNally, B., Chipperfield, J., Dorsett, P., Del Fabbro, L., Frommolt, V., Goetz, S., . . . Rung, A. (2016). Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 1-18. doi: 10.1007/s10734-016-0014-z
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121.
Moravec, M., Williams, A., Aguilar-Roca, N., & O'Dowd, D. K. (2010). Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(4), 473-481.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, US: McGraw-Hill
O'Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. doi: 10.1016/j.iheduc.2015.02.002
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: a quasi-experimental study. Teaching of Psychology, 43(1), 10-15. doi: 10.1177/0098628315620063
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Slavin, R. E. (2011). Instruction based on cooperative learning. In R. Mayer (Ed.), Handbook of research on learning and instruction (pp.344-360). New York: Routledge
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self. (pp.66-97). Bristol: Multilingual Matters
Wanner, T. & Palmer, E. (2015). Personalising learning: Exploring student and
teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. doi: 10.1016/j.compedu.2015.07.008
Warden, C. A. & Lin, H. J. (2000). Existence of integrative motivation in an asian EFL setting. Foreign Language Annals, 33(5), 535-547.
Zappe, S., & Leicht, R., & Messner, J., & Litzinger, T., & Lee, H. W. (2009, June). Flipping the classroom to explore active learning in a large undergraduate course. Paper presented at the 2009 Annual Conference & Exposition, Austin, Texas.