Video lecturing in Clicker-assisted English flipped class

Value The study on the impact of video lecturing on clicker-assisted English flipped class was necessary because it has seldom been explored. Purpose This study studied the impact of video lecturing on student satisfaction and English proficiency, plus correlations between student satisfaction levels and English proficiency. Methodology Randomly recruited Chinese participants (Female N = 44; Male N = 43) from a university in China received both pre and post College English Test Band 4 and satisfaction measurements, together with a semi-structured interview. Findings We concluded that the video-assisted class could cause significantly higher English proficiency than the non-video-assisted class (F = 23.17, p < . 001 , Partialη 2 = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη 2 = .093), post efficacy (F = 7.68, p = .007, Partialη 2 = .086), and post regulation (F = 16.34, p < . 001 , Partialη 2 = .166); there were strong, positive relationships between post English proficiency and post student interaction (R 2 = .70; β = .84; p < .01), self-efficacy (R 2 = .57; β = .75; p < .01) and self-regulation (R 2 = .59; β = .77; p < .01) levels in both cohorts at the . 05 level. However, no strong, positive correlations were found in both cohorts at the . 05 level between pre English proficiency and pre student interaction (R 2 = .00; β = .05; p = .33), self-efficacy [R 2 = .03;β = -.17 (negative); p = .05] and self-regulation [R 2 = .05;β = -.23 (negative); p = .01] levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation.