Abstract

To explore how to develop primary school students’ ability to narrate Chinese stories in foreign language, in this study we employ two rounds of teaching action through school-based English micro-courses using a flipped classroom. Through a quantitative analysis of the grades of the 163 students in the pretest and post-test using SPSS 27.0 and a qualitative analysis of the interviews with the four teachers and 163 students using Nvivo12 after the action, we find that students’ ability to narrate Chinese stories in foreign language improve significantly. Specifically, the grades of the students in the vocabulary test increase markedly, but the scores in the cross-cultural communication competence section improve, but not significantly. However, the reader can discern progress in the cognitive, affective, and operational aspect of cross-cultural communication competence through the student interviews.

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