Chiang, F.-K. and Chen, C. (2017) Modified Flipped Classroom Instructional Model in ‘‘Learning Sciences’’ Course for Graduate Students. The Asia-Pacific Education Researcher, 26, 1-10.
https://doi.org/10.1007/s40299-016-0321-2

has been cited by the following article:

• TITLE: Effect of the Flipped Classroom Model on Chinese Non-English-Majored College Students’ Translation Skills

  AUTHORS: Yougen Lou, Yueqing Du, Zejuan Li, Pin Gong, Yangmei Li

  KEYWORDS: The Flipped Classroom, Translation Class, Performances

  JOURNAL NAME: Open Journal of Social Sciences, Vol.5 No.4, April 30, 2017

  ABSTRACT: This paper reviewed a one-term experiment on the flipped classroom model in teaching translation skills to 124 first-year non-English-majored undergraduate students from Yangtze University as participants. Participants in this study consisted of 62 non-English-majored undergraduate students in the control group (CG) and 62 non-English-majored undergraduate students in the treatment group (TG). The process of the flipped classroom model in translation teaching and learning was divided into the three parts: outside of the flipped classroom, inside of the flipped classroom and outside of the flipped classroom. The results showed that: 1) compared with a teacher-dominated approach for CG, the flipped classroom translation model instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning.