Version 1
: Received: 3 January 2024 / Approved: 3 January 2024 / Online: 4 January 2024 (03:41:55 CET)
How to cite:
Lin, Y.; Wu, C. Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience. Preprints2024, 2024010205. https://doi.org/10.20944/preprints202401.0205.v1
Lin, Y.; Wu, C. Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience. Preprints 2024, 2024010205. https://doi.org/10.20944/preprints202401.0205.v1
Lin, Y.; Wu, C. Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience. Preprints2024, 2024010205. https://doi.org/10.20944/preprints202401.0205.v1
APA Style
Lin, Y., & Wu, C. (2024). Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience. Preprints. https://doi.org/10.20944/preprints202401.0205.v1
Chicago/Turabian Style
Lin, Y. and Chun-I Wu. 2024 "Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience" Preprints. https://doi.org/10.20944/preprints202401.0205.v1
Abstract
This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields.
The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.
Keywords
Sustainability in Engineering Education; Flipped Classroom in EMI; Educational Transformation in Engineering; Higher Education; L1 Support in EMI Contexts; Student Engagement in EMI; En-gineering Education Pedagogy; EMI Course Design and Effectiveness; EFL (English as a Foreign Language) Students; Educational Innovation in Engineering
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
