The impact of captioned videos on learner's Chinese language acquisition in flipped classrooms

Research shows the flipped classroom approach enhances student learning by creating a more interactive and dynamic environment with a greater flexibility of time, location, and pace of study. Different from the traditional pattern of teaching, students can access teaching and learning contents through online interactive videos and activities prior to class and prepare themselves for desired tasks. However, limited studies have been undertaken to investigate its impact on student learning outcomes in language acquisition. Currently, all the language units at Macquarie University are currently offered online except for Chinese. To bridge this gap, in 2013 a set of audio-visual materials were designed and developed to help students flip the classroom by adopting a functional model of language teaching. This current study expands on the previous study, aiming to investigate L2 learners’ use of captions while watching videos in Chinese and its impact on their expected learning outcomes. Both quantitative and qualitative research methods were employed to gain students’ perceptions of how the captioned videos have had an impact on their second language acquisition in the undergraduate Chinese language units and their learning experiences in a flipped class. The research findings have significant implications on how to provide both a theoretical and practical framework/model for language teachers other than Chinese to develop dynamic activities, enhance interaction, and enable flipped learning into class, which is in light of the current climate under which both technological innovations and pedagogical innovations are greatly advocated.