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Education and Information Technologies
Erschienen in: Education and Information Technologies 4/2017

04.06.2016

Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class

verfasst von: Zhonggen Yu, Liheng Yu

Erschienen in: Education and Information Technologies | Ausgabe 4/2017

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Abstract

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female =38; male =41), who received the clicker-aided EFL flipped class for one academic semester. It is found that there is a significantly positive relationship between the initial and the final EFL proficiency, motivation levels and cultural awareness in CFEC, whereas there is a negative relationship between initial EFL proficiency and cognitive loads in CFEC. The initial EFL proficiency is therefore an essential factor to influence the effectiveness of the flipped class. Future studies may consider this when exploring the educational technology aided flipped class.
Vorheriger Artikel Perceptions of pedagogical formation students about Web 2.0 tools and educational practices
Nächster Artikel Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

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Metadaten
Titel
Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class
verfasst von
Zhonggen Yu
Liheng Yu
Publikationsdatum
04.06.2016
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 4/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-016-9510-0

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