This review article addresses a most recent issue of flipping the classrooms to meet students' learning needs. This article provides an overview of the history and development of the flipped classroom. It also discusses the criticism it has received as well as its benefits. Further, this chapter proposes suggestions for Chinese teachers to implement the flipped classroom strategy in order to meet different students' learning needs.
This study investigated the nature of foreign language classroom anxiety (FLCA) and its impact on 107 second-year English major students' learning at a Chinese university. It utilized the theoretical model proposed by Horwitz (1986) as a research framework, trying to explore English learning anxiety from the three aspects: a) the general trend of English learning anxiety among the second-year English major students; b) the distribution of the four aspects of English classroom anxiety (general English language anxiety, communication apprehension, test anxiety, and fear of negative evaluation); and c) the relationship between students' English learning anxiety and their language proficiency. The purpose of the study was to gain a full understanding of the nature of FLCA and its impact on English major students' English learning in order to help both teachers and students find ways to alleviate the level of FLCA. The findings suggest that a) most of the second-year English major students are experiencing FLCA in the process of English learning; b) among the four aspects of FLCA, fear of negative evaluation ranks the highest and test anxiety the lowest; and c) there is a negative correlation between FLCA and students' English proficiency.
This study examines the English learning of Chinese male students in the rural areas. The participants were 100 second-year students (50 boys and 50 girls) studying at a rural middle school in China. Their ages range from twelve to fourteen. The instruments included exam papers and a questionnaire. Results indicate that boys' performance on the exam was worse than girls' in almost all exam items, especially in grammar and writing. Further, the research tried to implement the "3D Teaching Method" (i.e., density, breadth, and depth) in the design and it does contribute to the progress of boy students' English learning in the rural areas.