Effects of Video Length on a Flipped English Classroom

Autor/inn/en	Yu, Zhonggen; Gao, Mingle
Titel	Effects of Video Length on a Flipped English Classroom
Quelle	In: SAGE Open, 12 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Zhonggen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440211068474
Schlagwörter	Video Technology; Flipped Classroom; Time; English (Second Language); Second Language Instruction; Language Proficiency; Learner Engagement; Student Satisfaction; Foreign Countries; College Students; China; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Zeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Collegestudent
Abstract	Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10-20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01