The Impact of Chaoxing-based Flipped Classroom on Critical Thinking Skills of English Majors in China: A Mixed-Methods Approach
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Abstract
The aim of the present study is to examine how the Chaoxing-based flipped classroom (FC) model influences Chinese English majors’ critical thinking (CT) skills. To achieve this objective, this study employed a mixed-methods approach. Specifically, it integrated quantitative data from the California Critical Thinking Skills Test (CCTST) with qualitative insights from open-ended questionnaires. Based on the Solomon Four-Group Design, the study recruited 80 English majors and divided them into control and experimental groups. ANCOVA results revealed that the Chaoxing-based FC model significantly enhanced overall CT skills (p < 0.001, η² = 0.234), analysis skills (p = 0.000, η² = 0.317), and inference skills (p = 0.001, η² = 0.193). However, evaluation, interpretation, and explanation sub-skills were not significantly improved. Complementary findings obtained from qualitative analysis suggested that communication, logical reasoning, and collaboration were improved. This study also identified challenges in the cultivation of interpretation, evaluation and explanation skills, which required more targeted instructional strategies. This study highlights that digital platforms such as Chaoxing can potentially contribute to the advancement of CT and offers practical implications for how to improve FC pedagogy.
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References
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