This study delved into the viability of Robot-supported flipped classes in English for Medical Purposes reading comprehension. In a 16-session course, the reading comprehension and then workspace performance of 444 students, with Commercially-Off-The-Shelf and Self-Generated robot flipped classes were compared. The results indicated that the flipped classes brought about a good instructional-learning ambience in postsecondary education for English for Medical Purposes (EMP) reading comprehension and adopting proactive approach for workspace performance. In tandem, the Mixed Effect Model revealed that student participation in the self-generated robot-supported flipped classes yielded a larger effect size (+17.6%) than Commercially-Off-The-Shelf robot-supported flipped classes. Analyses produced five contributing moderators of EMP reading comprehension and workspace performance: reading proficiency, attitude, manner of practicing, as well as student and teacher role.

翻译：本研究深入探讨了机器人辅助翻转课堂在医学英语阅读理解教学中的可行性。通过为期16课时的课程，比较了444名学生在采用商用现成机器人辅助翻转课堂与自生成机器人辅助翻转课堂模式下的阅读理解能力及工作场所表现。结果表明，翻转课堂在高等教育阶段的医学英语阅读理解教学中营造了良好的教学氛围，并对提升工作场所表现具有积极促进作用。混合效应模型分析显示，学生参与自生成机器人辅助翻转课堂所产生的效应量（+17.6%）显著高于商用现成机器人辅助翻转课堂。分析进一步识别出影响医学英语阅读理解能力与工作场所表现的五个关键调节变量：阅读熟练度、学习态度、练习方式，以及师生角色定位。