The Impact of Flipped Classroom Teaching on English Learning in Chinese Vocational Schools

Abstract

This study explores the impact of the flipped classroom teaching method on English learning in Chinese vocational schools. A quantitative approach was adopted, involving a questionnaire survey of 100 students and a four-week teaching intervention. Data were analyzed using SPSS to assess reliability, validity, and correlations among variables. The findings reveal that the flipped classroom significantly enhances students’ English proficiency, particularly in learning motivation, communication competence and comprehensive quality.However, challenges such as limited digital teaching resources, uneven teacher training, and students’ lack of self-discipline in pre-class preparation hinder optimal implementation. The study contributes theoretically by enriching the discourse on flipped classroom pedagogy within vocational education and provides practical insights for educators to design more interactive, learner-centered classrooms. Recommendations include strengthening institutional support, enhancing teacher training, and fostering students’ autonomous learning skills. Future research should focus on long-term effects, cross-disciplinary integration, and adaptations to multicultural learning environments to maximize the potential of flipped classroom teaching method in vocational schools.