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.