Flipped-Learning Approach in Business English Translation Course in a Chinese Independent College

Abstract

This study applies and tests the efficacy of the flipped learning approach designed for a business English translation course in a class consisting of 26 third-year business English major students in an independent college, the Yangtze University College of Arts and Science. Because the students in independent colleges usually have weak English skills and lack learning awareness, this study explores a way to improve their competence in business translation while changing the traditional lecture-centred methodology. After finishing the 16-week semester of application, a posttest would be conducted to be compared to a pretest that was administered at the beginning of the course to test the efficacy of the new flipped learning approach. From the data collected, this paper suggests the flipped learning approach can stimulate students’ self-learning before class, enhance their engagement in class and significantly improve their translation competence. Therefore, this study proposes using a flipped learning approach in business English translation courses taught in Chinese independent colleges.