Video lecturing in Clicker-assisted English flipped class

Yu Zhonggen

PLOS ONE, 2019, vol. 14, issue 10, 1-17

Abstract: Value: The study on the impact of video lecturing on clicker-assisted English flipped class was necessary because it has seldom been explored. Purpose: This study studied the impact of video lecturing on student satisfaction and English proficiency, plus correlations between student satisfaction levels and English proficiency. Methodology: Randomly recruited Chinese participants (Female N = 44; Male N = 43) from a university in China received both pre and post College English Test Band 4 and satisfaction measurements, together with a semi-structured interview. Findings: We concluded that the video-assisted class could cause significantly higher English proficiency than the non-video-assisted class (F = 23.17, p

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0224209

DOI: 10.1371/journal.pone.0224209

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