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Video lecturing in Clicker-assisted English flipped class
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 lev...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Public Library of Science
2019
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6804959/ https://www.ncbi.nlm.nih.gov/pubmed/31639160 http://dx.doi.org/10.1371/journal.pone.0224209 |
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author | Zhonggen, Yu |
author_facet | Zhonggen, Yu |
author_sort | Zhonggen, Yu |
collection | PubMed |
description | 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 < .001, Partialη(2) = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη(2) = .093), post efficacy (F = 7.68, p = .007, Partialη(2) = .086), and post regulation (F = 16.34, p < .001, Partialη(2) = .166); there were strong, positive relationships between post English proficiency and post student interaction (R(2) = .70; β = .84; p < .01), self-efficacy (R(2) = .57; β = .75; p < .01) and self-regulation (R(2) = .59; β = .77; p < .01) levels in both cohorts at the .05 level. However, no strong, positive correlations were found in both cohorts at the .05 level between pre English proficiency and pre student interaction (R(2) = .00; β = .05; p = .33), self-efficacy [R(2) = .03;β = -.17 (negative); p = .05] and self-regulation [R(2) = .05;β = -.23 (negative); p = .01] levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation. |
format | Online Article Text |
id | pubmed-6804959 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-68049592019-11-02 Video lecturing in Clicker-assisted English flipped class Zhonggen, Yu PLoS One Research Article 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 < .001, Partialη(2) = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη(2) = .093), post efficacy (F = 7.68, p = .007, Partialη(2) = .086), and post regulation (F = 16.34, p < .001, Partialη(2) = .166); there were strong, positive relationships between post English proficiency and post student interaction (R(2) = .70; β = .84; p < .01), self-efficacy (R(2) = .57; β = .75; p < .01) and self-regulation (R(2) = .59; β = .77; p < .01) levels in both cohorts at the .05 level. However, no strong, positive correlations were found in both cohorts at the .05 level between pre English proficiency and pre student interaction (R(2) = .00; β = .05; p = .33), self-efficacy [R(2) = .03;β = -.17 (negative); p = .05] and self-regulation [R(2) = .05;β = -.23 (negative); p = .01] levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation. Public Library of Science 2019-10-22 /pmc/articles/PMC6804959/ /pubmed/31639160 http://dx.doi.org/10.1371/journal.pone.0224209 Text en © 2019 Yu Zhonggen http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Zhonggen, Yu Video lecturing in Clicker-assisted English flipped class |
title | Video lecturing in Clicker-assisted English flipped class |
title_full | Video lecturing in Clicker-assisted English flipped class |
title_fullStr | Video lecturing in Clicker-assisted English flipped class |
title_full_unstemmed | Video lecturing in Clicker-assisted English flipped class |
title_short | Video lecturing in Clicker-assisted English flipped class |
title_sort | video lecturing in clicker-assisted english flipped class |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6804959/ https://www.ncbi.nlm.nih.gov/pubmed/31639160 http://dx.doi.org/10.1371/journal.pone.0224209 |
work_keys_str_mv | AT zhonggenyu videolecturinginclickerassistedenglishflippedclass |