By Jingru Xiang
The flipped classroom model is gaining popularity in higher education, but its effectiveness among international students, particularly those from China, has remained largely unexplored.
As a Chinese international student who has recently completed a Master’s degree at a Scottish university, I experienced firsthand the challenges and benefits of the flipped classroom, especially within English for Academic Purposes (EAP) courses.
This blog post explores my dissertation findings on the flipped classroom model, focusing on Chinese international students’ perceptions, the challenges they face, and the opportunities this innovative learning method provides.
What is the Flipped Classroom Model?
In a traditional classroom setting, students attend lectures and complete homework after class. The flipped classroom model turns this approach upside down. Students first engage with learning materials—such as video lectures and readings—at home, then spend in-class time participating in discussions, group activities, or problem-solving exercises.
This approach encourages active learning, making students responsible for their pre-class preparation and enabling more interactive class sessions. However, when it comes to international students, particularly Chinese learners who are often used to teacher-led instruction, this shift in learning style can be daunting.
Research and Methodology
To provide a well-rounded understanding of how Chinese international students adapt to the flipped classroom model, I conducted qualitative research as part of my dissertation.
The study involved a combination of questionnaires and semi-structured interviews with a group of 10 Chinese international students who were enrolled in pre-sessional English for Academic Purposes (EAP) courses at a Scottish university.
The participants came from various academic backgrounds, and their English proficiency ranged from IELTS scores of 5.5 to 6.5.
The questionnaire collected information about students' educational backgrounds, English proficiency, and their experiences with the flipped classroom model, focusing on how they perceived the shift from traditional learning to the flipped model.
Follow-up interviews allowed for deeper exploration of students’ challenges and insights, particularly focusing on the role of language barriers and the shift from a teacher-centered to a student-centered learning environment.
Perceptions: A New Way of Learning
Chinese international students typically come from an educational background where teachers lead and students follow. The flipped classroom model, which encourages students to prepare ahead of class and engage in discussions during class, represents a major shift.
Initially, many students find the model overwhelming.
They struggle with the increased responsibility for independent learning and the unfamiliar classroom dynamics, which require active participation. However, after adapting to the new learning environment, students often recognize the benefits.
For example, they appreciate the flexibility to learn at their own pace and engage more deeply with the course material before class, which leads to richer discussions and a more interactive learning experience.
Challenges: Pre-Class Preparation and Language Barriers
One of the most significant challenges for Chinese students in the flipped classroom is pre-class preparation. While the idea of studying materials before class is straightforward, many students find the workload daunting, especially when it involves complex academic texts or video lectures in English.
This can lead to feelings of frustration and anxiety, particularly for students with lower English proficiency. Although many Chinese students achieve the required IELTS scores (6.0, 6.5, or 7.0) to enter UK universities, their actual ability to use English in an academic setting often falls short of expectations.
The focus on exam-oriented preparation back in China emphasizes test strategies and rote memorization, rather than practical communication skills. This creates a disconnect between their perceived language proficiency and their ability to fully comprehend and engage with academic materials in real-world scenarios. Consequently, students often struggle with understanding pre-class materials, especially when faced with complex academic texts or video lectures, which exacerbates their anxiety and undermines their confidence in engaging with the flipped classroom model.
Additionally, the shift from a teacher-centered model to a student-centered approach requires a high level of self-discipline. Many students from traditional Chinese educational backgrounds are not used to managing their learning independently, and the lack of immediate teacher support during pre-class activities can feel isolating.
The traditional Chinese teaching model, which often focuses on rote memorization and teacher-led instruction, further exacerbates these challenges. Students are accustomed to being guided through every step of their learning journey, making it difficult for them to adapt to the autonomy required in the flipped classroom setting.
This lack of experience with self-directed learning often results in struggles with time management and the ability to extract and synthesize information independently, impacting their ability to keep up with pre-class preparation.
Language barriers also play a major role. Even after completing EAP courses, many Chinese students find it difficult to fully engage in class discussions, particularly in understanding and responding to rapid, complex English conversations.
This can lead to a lack of participation and a feeling of exclusion in the classroom.
Opportunities: A Path to Active Learning and Critical Thinking
Despite these challenges, the flipped classroom model offers significant opportunities for growth. By engaging with learning materials before class, students can come prepared with questions, allowing for more meaningful in-class discussions and better comprehension of the subject matter.
This approach fosters critical thinking and encourages students to take an active role in their learning process. It also enhances their ability to manage their time and develop self-directed learning habits, skills that are essential for academic success in higher education.
Additionally, the interactive nature of the flipped classroom helps students build confidence in their English language abilities, as they practice applying language skills in real-time discussions and collaborative activities.
The Influence of Educational Backgrounds
Chinese students’ prior educational experiences significantly influence their adaptation to the flipped classroom model. Many students from China come to the UK with strong note-taking and time-management skills, which help them succeed in self-directed learning environments. However, the transition from a teacher-centered to a student-centered approach can be difficult, particularly for students who are not accustomed to being active participants in their own learning.
Moreover, the emphasis on exam-oriented in China means that students often lack practical language skills, despite achieving high scores in standardised tests like IELTS. The result is a superficial level of English proficiency that makes it challenging for them to fully understand complex academic materials, contribute to discussions, or express their thoughts fluently in real-world academic settings.
This discrepancy between test preparation and actual language use means that students often face a steep learning curve when adapting to the flipped classroom's demands, where comprehension, active engagement, and critical thinking are essential.
Final Thoughts: Tailoring the Flipped Classroom for Success
The flipped classroom model holds great potential for international students, but to maximize its effectiveness, educators must adapt their approaches to meet the unique needs of learners from diverse cultural and linguistic backgrounds. For Chinese students, additional support in the form of language assistance, culturally sensitive teaching methods, and structured pre-class activities can help ease the transition.
At the same time, students can benefit from more gradual exposure to flipped learning environments, where they are given the time and support to develop the skills needed for self-directed learning. With the right approach, the flipped classroom can transform passive learners into active participants, fostering deeper engagement and academic success.
About the author:
Jingru Xiang, master graduate in Teaching English to Speakers of Other Languages (TESOL) at the University of Edinburgh, is actively seeking opportunities to apply my skills in higher education administration or media. With a background in International Business, where she graduated with First-Class Honours from Coventry University, she brings a strong understanding of educational administration coupled with a keen insight into digital marketing and media management.
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