具有可移動性、無所不在、即時性等卓越特性的科技已經廣泛的被運用在促進教學以及學習。根據Bennett, Maton和Kervin在2008年的研究，二十一世紀的年輕人通常都被稱為「數位原生代」或是「N世代」，他們在日常生活中一直都在接觸科技，所以他們對於複雜的技術以及學習偏好早已根深蒂固，使得傳統教學不再適合他們。因此，Jon Bergmann和Aaron Sams在2007年時推行了一個新的教學法：翻轉教學（抑或是翻轉學習），在全世界已經有許多老師廣泛地在課堂上運用翻轉教學法。本研究旨在探討翻轉教學法在專業英文課堂中對非英文主修學生之影響。更具體地來說，本研究的目的在於探討翻轉教學法如何影響非英文主修學生的自我效能、學習過程和學習表現。實驗對象為一所國立科技大學中102名非英文主修學生，分成一班50人的實驗組以及一班52人的控制組。本研究共採用五種研究工具，分別為：前後測問卷、半結構式面談、課堂觀察、教師日記和總結性評量。研究結果發現實驗組學生在對英文學習的自我效能及學習表現都優於控制組學生，且有顯著地差異。就學習過程而言，兩組學生僅在深層技巧的使用頻率上有顯著性的差異。本研究將提出翻轉教學法運用在專業英文課程中所涉及的相關議題以及影響，以作為非英文主修學生、教師、研究人員、出版商、行政人員及課程開發者在未來相關研究的參考。

Technology with such exceptional feature as mobility, ubiquity, instant, to name just a few has been widely used to facilitate teaching and learning. According to Bennett, Maton and Kervin (2008), in the 21st century, young people, often referred to as “digital natives” or “Net generation” are exposed to technology all in their lives which ingrains them in complicated technical skills and learning preferences, which has arguably rendered traditional education out of date. Therefore, a new teaching approach called flipped classroom, also known as inverted classroom and flipped learning, was introduced by Jon Bergmann and Aaron Sams back in 2007, which has been extensively adopted by teachers worldwide. This study aimed to explore the effects of flipped classroom in an ESP course on non-English majors. Specifically, the study’s purpose was to find out how the flipped classroom approach affects non-English majors’ English self-efficacy, study process, and learning performances. An experimental group of 50 and a control group of 52 non-English majors were recruited from a national university of science and technology. Five instruments were employed in the study, including pre- and post-questionnaires, semi-structured interviews, class observations, teaching journals, and summative exams. The results showed that the experimental group attained higher self-efficacy toward English learning and outperformed the control group on exams. In terms of study process, significant difference could be only found on the two groups’ frequent use of deep strategy. The study provides implications for learners, teachers, researchers, publishers, and administrators and curriculum developers.

Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98-114.
AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah Bint Abdulrahman University. English Language Teaching, 10(4), 67-77.
Amarillas, I., Ellison, C., & Mira, S. (2017). Flipped Classroom and Measures of Engagement, Motivation, and Academic Achievement (Doctoral dissertation).
Anderson, J. R. (2000). Learning and memory: An integrated approach. John Wiley & Sons Inc.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287.
Bandura, A. (1997). Self-efficacy: The experience of control. New York: WH.
Benabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. The review of economic studies, 70(3), 489-520.gt
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
Biggs, J. B. (1987). Student Approaches to Learning and Studying. Research Monograph. Australian Council for Educational Research Ltd., Radford House, Frederick St., Hawthorn 3122, Australia.
Biggs, J. B. (1993). From theory to practice: A cognitive systems approach. Higher education research and development, 12(1), 73-85.
Biggs, J. (1999). Teaching for Quality Learning at University. SHRE & Open University Press, Buckingham.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British journal of educational psychology, 71(1), 133-149.
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81.
Bloom’s, T. M. E. (1965). Bloom’s taxonomy of educational objectives. Longman.
Bösner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. BMC medical education, 15(1), 63.
Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), 1438-1443.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33.
Chen, Y., Wang, Y., Kinshuk, & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
Collis, B., & Moonen, J. (2002). The contributing student: A pedagogy for flexible learning. Computers in the Schools, 19(3-4), 207-220.
Connelly, L. M. (2008). Pilot studies. Medsurg Nursing, 17(6), 411.
Cooper, C. L., & Faragher, E. B. (1993). Psychosocial stress and breast cancer: the inter-relationship between stress events, coping strategies and personality. Psychological medicine, 23(3), 653-662.
Cubukcu, F. (2008). A Study on the Correlation between Self Efficacy and Foreign Language Learning Anxiety. Online Submission, 4(1), 148-158.
Cramer, D., & Howitt, D. L. (2004). The Sage dictionary of statistics: a practical resource for students in the social sciences. Sage.
Critz, C. M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse educator, 38(5), 210-213.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Entwistle , N. (1988). Styles of Learning and Teaching, David Fulton.
Fadel, C., & Trilling, B. (2012). Twentyfirst Century Skills and Competencies. Encyclopedia of the sciences of learning, 3353-3356.i
Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American journal of pharmaceutical education, 77(1), 13.
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471-485.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.
Gross, R. (2015). Psychology: The science of mind and behaviour 7th edition. Hodder Education.
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sciences Education, 14(4), ar36.
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network/Pearson/George Mason University.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013b). A review of flipped learning. Retrieved from the Flipped Learning Network website http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf.
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers' concerns. Computers in Human Behavior, 57, 250-260.
Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Houghton, W. (2004). Engineering subject centre guide: Learning and teaching theory for engineering academics. © Higher Education Academy Engineering Subject Centre, Loughborough University.
Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and self‐efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627.
Hughes, H. (2012, June). Introduction to flipping the college classroom. In EdMedia: World Conference on Educational Media and Technology (pp. 2434-2438). Association for the Advancement of Computing in Education (AACE).
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Ibrahim, M., & Callaway, R. (2014, October). Students' learning outcomes and self-efficacy perception in a flipped classroom. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 899-908). Association for the Advancement of Computing in Education (AACE).
Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia-Social and Behavioral Sciences, 90, 114-123.
Kawulich, B., & Huett, K. (2015). A Qualitative Evaluation of the Use of Multimedia Case Studies in an Introductory Engineering Course at Two Southeastern Universities. Journal of STEM Education, 16(3).
Kenna, D. C. (2014). A study of the effect the flipped classroom model on student self-efficacy (Doctoral dissertation, North Dakota State University).
Khan, S. (2012). The one world schoolhouse: Education reimagined. Twelve
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kimble, G. A. (1961). Hilgard and Marquis Conditioning and learning (rev. ed.). New York: Ronald.
Kimble, G. A., & Garmezy, N. (1968). Principles of general psychology (3rd ed.). New York: Ronald.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.
Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1).
Lachman, S. J. (1997). Learning is a process: Toward an improved definition of learning. The Journal of psychology, 131(5), 477-480.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Leis, A., Tohei, A., & Cooke, S. D. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(3), 75-88.
Lewis, J. L., Ream, R. K., Bocian, K. M., Cardullo, R. A., Hammond, K. A., & Fast, L. A. (2012). Con Carino: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners. Teachers College Record, 114(7), n7.
Lin, Y., Zhu, Y., Chen, C., Wang, W., Chen, T., Li, T., ... & Zou, Y. (2017). Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?. PloS one, 12(4), e0174829.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275.
McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., ... & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American journal of pharmaceutical education, 77(9), 196.
Martin, S. K., Farnan, J. M., & Arora, V. M. (2013). Future: new strategies for hospitalists to overcome challenges in teaching on today's wards. Journal of hospital medicine, 8(7), 409-413.
Meyers, R. A. (2002). Encyclopedia of physical science and technology. Academic.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American journal of pharmaceutical education, 76(10), 196.
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge.
Rifkin, B. (2005). A ceiling effect in traditional classroom foreign language instruction: Data from Russian. The Modern Language Journal, 89(1), 3-18.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. Research on motivation in education: The classroom milieu, 2, 13-51.
Slomanson, W. R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93-102.
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
Soltanpour, F., & Valizadeh, M. (2018). A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays. Advances in Language and Literary Studies, 9(1), 5-13.
Song, Y., Jong, M. S., Chang, M., & Chen, W. (2017). Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom? –A Synthesis. Educational Technology & Society, 20(1), 180-183.
Stand, J. (2000). The” Hawthorne effect”-what did the original Hawthorne studies actually show. Scand J Work Environ Health, 26(4), 363-367.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
Tapscott, D. Growing up Digital: the Rise of the Net Generation. New York: McGraw-Hill. Transform America and the World.
Tarazi, N. (2016). The Influence of the Inverted Classroom on Student Achievement and Motivation for Learning in Secondary Mathematics in the United Arab Emirates: A Quasi-Experimental Study (Doctoral dissertation, Northcentral University).
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher education, 22(3), 251-266.
Wang, V. C. (Ed.). (2015). Handbook of research on learning outcomes and opportunities in the digital age. IGI Global.
Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91.
Welch, C., & Piekkari, R. (2006). Crossing language boundaries: Qualitative interviewing in international business. Management International Review, 46(4), 417-437.
Wimolmas, R. (2013). A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. Language Institute, Thammasat University.
Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Journal of Educational Technology & Society, 20(2), 142-157.
Valiathan, P. (2002). Blended learning models. Learning circuits, 3(8), 50-59.
Yang, C. C. R. (2017). An investigation of the use of the ‘flipped classroom’ pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16(1).
Yeung, K. (2014). Making ‘the flip’work: barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63.
Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382.