摘要
本研究以湖南某高校216名非英语专业大一学生为研究对象，通过为期12周的教学实验，探讨 “阅读圈”翻转课堂教学对口语焦虑与课堂沉默的影响。结果显示：相较于传统教学，“阅读圈”模式下大学生口语焦虑程度显著降低，课堂沉默现象减少；女生口语焦虑程度显著高于男生。多元线性回归分析表明，口语焦虑与课堂沉默呈显著正相关。研究表明，“阅读圈”翻转课堂能有效缓解学生口语焦虑，减少课堂沉默，为大学英语教学改革提供参考。未来研究建议考察该教学模式下学习者信念、情感等的变化。
关键词： 翻转课堂；口语焦虑；课堂沉默；阅读圈
Abstract
This study investigates the impact of the “Reading Circle” flipped classroom on speaking anxiety and classroom reticence among 216 first-year non-English majors at a university in Hunan Province over a 12-week teaching experiment. The results show that, compared with traditional teaching methods, the “Reading Circle” model significantly reduces students’ speaking anxiety and classroom reticence. Additionally, female students exhibit a significantly higher level of speaking anxiety than male students. Multiple linear regression analysis reveals a significant positive correlation between speaking anxiety and classroom reticence. The findings suggest that the “Reading Circle” flipped classroom can effectively alleviate students’ speaking anxiety and reduce classroom reticence, offering valuable insights for the reform of college English teaching. Future research on changes in learners' beliefs, emotions, and other factors under this instructional model is recommended.
Key words： Flipped classroom; Speaking anxiety; Classroom reticence; Reading circle
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