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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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Detalles Bibliográficos
Autor principal: Zhonggen, Yu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2019
Materias:
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.
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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