Flipped-Learning Approach in Business English Translation Course in a Chinese Independent College

This study applies and tests the efficacy of flipped learning approach designed for a business English translation course in class consisting 26 third-year major students an independent college, Yangtze University College Arts Science. Because colleges usually have weak skills lack awareness, this explores way to improve their competence while changing traditional lecture-centred methodology. After finishing 16-week semester application, posttest would be conducted compared pretest that was administered at beginning test new approach. From data collected, paper suggests can stimulate students’ self-learning before class, enhance engagement significantly competence. Therefore, proposes using courses taught Chinese colleges.