Paper Status Tracking

Journals by Title

Journals by Subject

Contact us

	[email protected]
	3275638434

	Paper Publishing WeChat

Useful Links

Creative Commons Attribution-NonCommercial 4.0 International License

Article

Open Access

The Application and Impact of Flipped Classroom Model in Intercultural Communication Teaching

Author(s)

MA Yuan
WU Zeyang

Full-Text PDF Download XML 445 Views

DOI:10.17265/1539-8072/2023.08.003

Affiliation(s)

Shanghai University for Science and Technology, Shanghai, China
Shanghai University for Chinese Traditional Medicine, Shanghai, China

ABSTRACT

Flipped classroom, as a new teaching method, brings new perspectives and practices to intercultural communication teaching. This paper discusses the application of flipped classroom in intercultural communication classrooms to enhance students’ language proficiency, communication skills, and intercultural awareness. Firstly, the definitions and importance of flipped classroom and cultural communication are introduced. Then, the paper explores how to integrate the principles and methods of flipped classroom into the practice of intercultural communication teaching, including pre-class activities, in-class interactions, and reflection. Finally, the advantages and challenges of implementing flipped classroom in intercultural communication classrooms are summarized, along with practical recommendations.

KEYWORDS

flipped classroom, intercultural communication, language proficiency, communication skills, intercultural awareness

Cite this paper

Sino-US English Teaching, August 2023, Vol. 20, No. 8, 316-321 doi:10.17265/1539-8072/2023.08.003

References

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Arlington: International Society for Technology in Education.

Chen, G., & Starosta, W. J. (2000). The development and validation of the intercultural communication sensitivity scale. Human Communication, 3(1), 1-15.

Jandt, F. E. (2019). An introduction to intercultural communication: Identities in a global community. London: Sage Publications.

Kim, Y., Park, M., & Kim, J. (2017). The effects of the flipped learning in intercultural communication education on multicultural understanding and communication competence. Journal of Convergence for Information Technology, 12(11), 217-224.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Liu, F., & Ding, Y. (2021). Exploring the effect of flipped classroom on college students’ English listening ability and reflection ability. Frontiers in Psychology, 12, 607776.

Lustig, M. W., & Koester, J. (2013). Intercultural competence: Interpersonal communication across cultures. Boston: Pearson.

Paek, Y., Kwon, S., & Kim, H. (2020). Application of role-play approach to a flipped course system. International Journal of Advanced Corporate Learning (iJAC), 13(1), 13-19.

Smith, B. L., Holliday, W. G., & Austin, R. (2018). The flipped classroom: A modularized approach to increase engagement and reinforce knowledge. Journal of Teaching and Learning With Technology, 7(2), 109-123.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.

Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

The Application and Impact of Flipped Classroom Model in Intercultural Communication Teaching

MA Yuan WU Zeyang

MA Yuan
WU Zeyang