Blended learning

Business English

Mathematics education

Social psychology

Pedagogy

Computer science

Flipped classroom

Educational technology

Psychology

College English

Formative assessment

Summative assessment

Artificial intelligence

Class (philosophy)

Competence (human resources)

English Language Teaching

This study designs a project-based flipped learning model for Business English Translation course and tests its efficacy by an empirical study on 65 third-year English major students divided into the experimental class and control class. This study incorporates the learning, teaching and assessment activities of both the students and teachers into a project-based flipped learning model by setting translation projects and dividing the students of the experimental class into a client group and three translator groups in each business translation unit. After one 16-week semester of experiment, this study conducts a post-test, questionnaires and interviews on both the experimental class and control class to test the efficacy of this new flipped learning model. The statistics and facts collected from the above-mentioned research methods suggest that the project-based flipped learning model can significantly enhance the students’ motivation to learn out of class, stimulate their participation in class and raise their self-evaluation on translation competence. Additionally, this study finds that the traditional product-oriented summative assessment model is ineffective for Business English Translation course in a flipped-learning context. Therefore, this study tentatively proposes a process-oriented assessment model that is compatible to the flipped learning methodology so as to build integrated flipped classroom pedagogy with teaching, learning and assessment in a virtuous circle of mutual reinforcing.

The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment