A project-based flipped learning model raised translation competence test scores in a Business English Translation course over one 16-week semester¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 16 weeks, the experimental class scored significantly higher than the control class on a Business English translation competence test (84.4 vs 79.8). → Deng 2018

Evidence¶

Deng 2018¶

Lijun Deng. (2018). The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p118

q2 · i? · causal · r1

Quasi-experimental post-test comparing two parallel classes (experimental n=32, control n=33) after a 16-week semester; the experimental class mean was 84.4 versus 79.8, and the article reports "The T value of -3.456 and the P value (.011<.05)". No effect size is printed.

"The T value of -3.456 and the P value (.011<.05) collaborately indicate that the difference in translation competence between the experimental class and control class is significantly greater after the implementation of the flipped learning model."

Discussion¶

Related Claims¶

• Students in the flipped project-based class rated their translation competence self-evaluation higher than control-class students — related
• Classroom participation was rated significantly higher in the flipped project-based class than in the control class — related
• Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
• Out-of-class motivation showed a smaller group difference but greater within-class spread in the flipped class, attributed to client versus translator roles — related
• Interviewed students in the flipped class reported strong interest and greater initiative, crediting checklists, role division and translation logs — related
• Mastery of translation skills showed little difference between the flipped and traditional classes, suggesting traditional teaching still delivers basic skills effectively — related
• Learning with a ChatGPT-based flipped learning guiding approach significantly improves students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking in a courseware project — related