A Comparative Study on the Effect of Teaching Mode on English Majors’ Learning Anxiety: Flipped Classroom vs. Traditional Classroom

Yuping XIAO


With the rapid development of information technology, multimedia and network play an important role in education. It not only triggers the innovation of education, but also puts forward higher requirements for the English majors. Based on the flipped classroom teaching mode and the Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al. (1986), a questionnaire survey and semi-structured interviews are conducted among senior English Majors from a local college in order to explore the differences of learners’ anxiety level under traditional classroom teaching mode and flipped classroom teaching mode. In addition, the relationship between students’ English learning proficiency and their anxiety levels in flipped classroom mode is analyzed.
By using SPSS 26.0, a quantitative and qualitative analysis is conducted on the collected data from questionnaires and interviews and yield the following results. Firstly, there is no significant difference in learners’ anxiety level between traditional classroom and flipped classroom mode. In both teaching modes, among the four categories of factors, the category of communication apprehension factors has the greatest impact on students’ anxiety level. But compared with the traditional classroom mode, flipped classroom mode is more conducive to alleviate English majors’ foreign language learning anxiety. Secondly, in the flipped classroom mode, English majors’ learning proficiency level has low negative correlation with students’ anxiety level.


Flipped classroom; Traditional classroom; Foreign language anxiety; Learning proficiency; English majors

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DOI: http://dx.doi.org/10.3968/13110


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