Using the Flipped Classroom Approach to Adapt to the Chinese Leaving Certificate in Ireland

Abstract

Although Chinese was officially introduced into the Irish Leaving Certificate curriculum in 2022, current instructional practices face significant limitations, such as short class periods, insufficient lesson frequency, a lack of teachers, and challenges balancing language and culture, all hindering effective learning and exam preparation. To address these constraints, this exploratory pilot study developed and implemented a flipped classroom model explicitly tailored for Chinese teaching in Irish secondary schools. A 20-hour flipped course was conducted, and student feedback and performance were analysed through questionnaires and tests. Results indicate the flipped approach significantly enhanced student engagement, improved autonomous learning skills, and effectively addressed curriculum limitations. Despite minor implementation challenges, students reported high satisfaction, and their learning outcomes aligned closely with curriculum objectives. These findings demonstrate that this flipped classroom method is feasible and beneficial, offering Irish students and teachers a practical approach to achieving their Leaving Certificate Chinese examination goals.