The Influence of College English Flipped Classroom on Self-efficacy of English Majors

The Flipped Classroom (FC) has gained international attention as a teaching approach in education due to the constant advancements in information technology and instructional theories. It has brought new life to the reform of college English and transformed the conventional teaching model. Currently, some researchers found that college English FC was conducive to cultivating the English Self-efficacy (SE) of English major students, but there is still a research gap regarding the correlation between English SE and classroom satisfaction. Therefore, this study took 107 English major students from a 211 university as the subjects, using the background information questionnaire and the English learning SE scale. SPSS was used to conduct correlation analysis and independent sample ttest to detect the relationship between students' preference for the FC in college English and their English SE, as well as the impact of the FC on the SE of English major students. The study found that there was a significant positive correlation between the preference of English major students for the FC in college English and their English SE; the level of English SE of learners under the FC model was higher than that under the traditional model, but the difference was not significant. This study fills the research gap on the relationship between English major students' preferences for FCs in college English and their English SE, promotes the interdisciplinary integration of education and psychology, and provides a theoretical basis for the reform of college English teaching and the enhancement of students' confidence.