Foreign language classrooms have historically used classroom lecture-based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor.

中文翻译：

---

传统和翻转的美国二级手语课堂中的学生成果、观点和经验：部分复制研究

外语课堂历来使用基于课堂讲授的教学方法。然而，翻转教学方法最近被引入外语和其他课堂。对二语口语课堂中翻转课堂方法的研究普遍发现，与传统课堂方法相比，翻转课堂方法对学生的学习成果、感知和满意度产生积极影响。克里普斯等人。(2021) 发现，由两名不同教师授课的 L2 美国手语传统课堂和翻转课堂之间，学生的学习成果和满意度没有差异。这项研究是 Cripps 等人的部分重复。（2021），两个班级均由同一位教师教授，使用原始研究中的传统课堂数据，并将其与同一教师以翻转方法教学的新数据进行比较。结果显示没有重大差异，这表明翻转课堂方法与传统课堂方法一样可行，无论教师是谁。