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Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom

Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom

Zhonggen Yu
Copyright: © 2020 |Volume: 16 |Issue: 2 |Pages: 13
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781799802778|DOI: 10.4018/IJTHI.2020040107
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MLA

Yu, Zhonggen. "Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom." IJTHI vol.16, no.2 2020: pp.90-102. http://doi.org/10.4018/IJTHI.2020040107

APA

Yu, Z. (2020). Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom. International Journal of Technology and Human Interaction (IJTHI), 16(2), 90-102. http://doi.org/10.4018/IJTHI.2020040107

Chicago

Yu, Zhonggen. "Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom," International Journal of Technology and Human Interaction (IJTHI) 16, no.2: 90-102. http://doi.org/10.4018/IJTHI.2020040107

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Abstract

The clicker-aided flipped English pedagogical approach has received popularity recently. Unfortunately, learner beliefs and motivational needs have hardly been explored in this approach. This study aims to compare the effectiveness between clicker-aided/non-clicker-aided flipped English classrooms and the traditional English pedagogical approach. The study divided the randomly selected participants into three cohorts, where different English pedagogical approaches were explored. The quantitative data was obtained from the measurements via scales of English proficiency, learner beliefs, and motivational needs. The comparative analysis and an interview concluded that the clicker-aided flipped English classroom was significantly more effective than the non-clicker-aided and the latter was more effective than the traditional English classroom in terms of English proficiency, learner beliefs and motivational needs. Interdisciplinary research may be necessary involving education, computer, statistics, linguistics and information technologies in the future.

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