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This is a Observational study (also classified as: Case Report).

Flipping the classoom in teaching Chinese as a foreign language

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Students in the flipped class performed better in speaking due to more meaningful interactions during lessons.
Final exam and oral test scores showed statistically significant differences in performance between the two formats.
Data collected involved both qualitative and quantitative metrics from first-year Chinese classes.
Higher student satisfaction was noted in aspects like self-directedness, class practice, and interest in learning.

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Case study reveals improved learning outcomes and student satisfaction in flipped classrooms for beginners in Chinese.

Jia et al. (2018) studied this question.

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