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This project investigates whether flipped classroom tasks—specifically grammar presentations and student-designed Kahoot quizzes—can enhance grammar learning, engagement, and learner autonomy in a beginner-level Chinese course. Guided by the principles of constructive alignment, dialogic learning, and scaffolding, the intervention promoted active participation and peer collaboration. Survey data (Likert-scale and open-ended) revealed cognitive gains and increased learner ownership, though some students expressed a continued preference for teacher-led instruction. Findings suggest that while flipped tasks support deeper learning, additional modeling and formative support may be needed to increase emotional acceptance and motivation.
References
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