Paper Info
Title
Mobile Device- And Video-Aided Flipped English Classrooms
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.
Year
DOI
Venue
2019
10.4018/IJMBL.2019040102
INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING
Keywords
Field
DocType
Flipped Classroom, Intrinsic Motivation, Learning Attitudes, Learning Interest
Computer science,Mobile device,English second language,Teaching method,Blended learning,Multimedia
Journal
Volume
Issue
ISSN
11
2
1941-8647
Citations 
PageRank 
References 
0
0.34
4
Authors
1
Name
Order
Citations
PageRank
Zhonggen Yu101.69