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

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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.

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Acknowledgements

The authors wish to thank the people who help this study and the projects which financially support this study: Findings of 2014 Research Project of Philosophy and Social Sciences of Zhejiang Province “Use of Clickers in College English Class in Zhejiang Province” (14NDJC245YB), Special Fundamental Research Funds for the Central Universities (Project No.: 2013B33914/2014B10514),and 2014 Excellent Higher Education Course (Undergraduate) “Business English Writing” in Shaoxing City.

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Authors and Affiliations

  1. School of Arts & Laws, Taihu University of Wuxi, Wuxi, 214064, China

    Zhonggen Yu

  2. Nanjing No.13 High School, Nanjing, Jiangsu, 210008, China

    Liheng Yu

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  1. Zhonggen Yu
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  2. Liheng Yu
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Correspondence to Zhonggen Yu.

Appendix

Appendix

A scale of cultural awareness (adapted from Robert et al. 2005) (followed by a four-point Likert scale 4 = very accurate, 3 = somewhat accurate, 2 = somewhat inaccurate, 1 = very inaccurate)

1 Cultural mistakes can quickly be recognized and recovered.

2 I understand specific racial and ethnic minority groups.

3 I have extensive professional or collegial interactions with minority individuals.

4 I think that interactions with people of different cultures are enjoyable.

5 I am involved in advocacy against institutional barriers for minority services.

6 I am familiar with nonstandard English.

7 I have extensive life experiences with minority individuals.

8 I understand the effect of age and gender roles.

9 I have “world-minded” or pluralistic outlook.

10 I often self-examine cultural biases.

11 I am aware of differences in behaviors and values of minorities considered.

12 I am aware that defensiveness is self-monitored and corrected.

13 I am aware that cognitive differences make communication difficult.

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Yu, Z., Yu, L. Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class. Educ Inf Technol 22, 1587–1603 (2017). https://doi.org/10.1007/s10639-016-9510-0

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