Optimizing Project-Based Flipped Learning in Chinese TVET English: Key Elements, Student Satisfaction, and Admission Pathway Effects

Abstract

In the 21^st century, TVET students are expected to engage actively and autonomously in exploring subjects, using acquired skills to address real-world problems. Throughout this process, they reinforce their disciplinary knowledge as well as essential 21st-century skills, which are significant for their employability. This study seeks to optimize Project-Based Flipped Learning (PjBFL) in Chinese TVET English learning. The research identified 14 key elements for this PjBFL framework before the actual classroom implementation. A purposive sampling was employed and 109 questionnaires were collected from 3 classes of mechanical engineering students. The quantitative data were analyzed using the One-Way ANOVA and Kruskal-Wallis H Test. The study found that student satisfaction with PjBFL was high, notably in expectations, ownership, autonomy, behavioral engagement, perceived quality, and value. However, moderate satisfaction with prior knowledge highlights the need for better alignment with curriculum demands and project needs. Additionally, the study revealed that admission pathways influence student experiences significantly, with high school graduates entering through the Spring Admission Categorized Exam showing the lowest scores compared to their peers. This underscores the necessity for tailored teaching strategies and adaptive support. Future efforts should focus on customized project designs, adaptive scaffolding, and emotional engagement to ensure all students are equitably engaged.