翻转课堂教学模式下大学英语学习者自我效能与性别差异研究
On Self-Efficacy and Gender Differences of English Language Learners under the Flipped Classroom Teaching

新型技术和移动设备的多样化对语言学习者的学习质量影响逐渐变得更加重要。翻转课堂被认为是过去十年语言学习中出现的创新教学模式之一，随着各种创新和新兴工具的出现，英语学习者的自我效能在性别差异中的表现也日益凸显。本研究旨在探讨在翻转课堂教学模式中学生的自我效能感在性别方面的差异。实验中，将200名大学英语学习者随机分配到实验(翻转课堂)组和对照(传统)组，研究调查参与者自我效能和性别差异在翻转课堂中所受的影响。结果表明，实验组的自我效能分数显著增加，同时，实验组的男生在使用翻转课堂实践时，其自我效能比实验组的女生有更大的提高；进而表现出通过翻转课堂教学模式，男生在语言学习中表现的个人信心更强。研究以期为翻转课堂在大学英语教学中的有效开展提供一定参考。
The learning quality of language learners has become more and more important since the advent of new technologies and the diversification of mobile devices. The flipped classroom is considered to be one of the innovative teaching models that have emerged in language learning in the past decade, and the performance of English learners’ self-efficacy in gender differences has become increasingly prominent, with the emergence of various innovative and emerging tools. The purpose of this study was to investigate gender differences in students’ self-efficacy in the flipped classroom teaching. In the experiment, 200 college English learners were randomly assigned to the experimental (flipped classroom) group and the control (traditional) group, and the study investigated the effect of participants’ self-efficacy and gender differences in the flipped classroom. The results showed that the self-efficacy scores of the experimental group increased significantly. At the same time, when the male students used the flipped classroom practice in the experimental group, their self-efficacy improved more than the female students in the experimental group; furthermore, it was shown that male students are in greater personal confidence in language learning through the flipped classroom teaching mode. The research is expected to provide some reference for the effective development of flipped classroom in college English teaching.