论文标题
机器人支持的翻转课程的可行性英语用于医疗用途阅读理解
Viability of Robot-supported Flipped Classes in English for Medical Use Reading Comprehension
论文作者
论文摘要
这项研究深入研究了机器人支持的英语班级的可行性，以阅读理解。在16项课程中，比较了444名学生的阅读理解和工作空间表现，并进行了商业化和自我生成的机器人的班级。结果表明，翻转班级在高等教育中为医疗目的的英语教育带来了良好的教学学习氛围（EMP）阅读理解，并采用积极主动的方法来进行工作空间表现。同时，混合效应模型表明，学生参与自机器人支持的翻转类别的效果大小（+17.6％）比商业上的机器人支持的翻转类别更大。分析产生了EMP阅读理解和工作空间绩效的五个贡献主持人：阅读能力，态度，练习方式以及学生和教师的角色。
This study delved into the viability of Robot-supported flipped classes in English for Medical Purposes reading comprehension. In a 16-session course, the reading comprehension and then workspace performance of 444 students, with Commercially-Off-The-Shelf and Self-Generated robot flipped classes were compared. The results indicated that the flipped classes brought about a good instructional-learning ambience in postsecondary education for English for Medical Purposes (EMP) reading comprehension and adopting proactive approach for workspace performance. In tandem, the Mixed Effect Model revealed that student participation in the self-generated robot-supported flipped classes yielded a larger effect size (+17.6%) than Commercially-Off-The-Shelf robot-supported flipped classes. Analyses produced five contributing moderators of EMP reading comprehension and workspace performance: reading proficiency, attitude, manner of practicing, as well as student and teacher role.
