Mobile Device- and Video-Aided Flipped English Classrooms

Mobile Device- and Video-Aided Flipped English Classrooms

Zhonggen Yu (Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China)
Copyright: © 2019 |Pages: 14
DOI: 10.4018/IJMBL.2019040102

Abstract

The last two decades have witnessed a large number of studies on the flipped classroom. Learning attitudes, interest and intrinsic motivation in mobile device-aided flipped English class (MFC) has, however, seldom been studied in comparison with the traditional video-aided flipped English class (VFC). Randomly selecting 375 participants and using reliable scales, this study identified the differences in and correlations of learning attitudes, interest and intrinsic motivation between MFC and VFC. After an experiment for one academic year and semi-structured interviews, it was concluded that: (1) The learning attitude in MFC was significantly more positive than that in VFC; (2) The learning interest in MFC was significantly more positive than that in VFC; (3) The intrinsic learning motivation in MFC was significantly more positive than that in VFC; (4) The learning attitude, interest and intrinsic motivation were significantly and mutually correlated in both MFC and VFC. Reasons for the findings are also discussed, coupled with future research directions.
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Literature Review

Results of computer assessment tests such as the CASEC, OPIc speaking test, and TOEIC indicated that blended and flipped lessons helped students to improve their overall English proficiency better than traditional approaches (McCarty et al., 2017). Use of mobile learning elements in the flipped classroom approach has a direct positive impact on overall student achievement (Oberer, 2015), which may cultivate more positive attitudes, interest and motivation compared with a traditional video-aided flipped pedagogical approach.

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