IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v12y2022i1p21582440211068474.html
   My bibliography  Save this article

Effects of Video Length on a Flipped English Classroom

Author

Listed:
  • Zhonggen Yu
  • Mingle Gao

Abstract

Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10–20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos.

Suggested Citation

  • Zhonggen Yu & Mingle Gao, 2022. "Effects of Video Length on a Flipped English Classroom," SAGE Open, , vol. 12(1), pages 21582440211, January.
  • Handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440211068474
    DOI: 10.1177/21582440211068474
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440211068474
    Download Restriction: no

    File URL: https://libkey.io/10.1177/21582440211068474?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Ata Taşpolat & Fezile Özdamli & Emrah Soykan, 2021. "Programming Language Training With the Flipped Classroom Model," SAGE Open, , vol. 11(2), pages 21582440211, June.
    2. repec:wly:soecon:v:83:1:y:2016:p:321-331 is not listed on IDEAS
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Jia Zhu & Hang Yuan & Quan Zhang & Po-Hsun Huang & Yongjie Wang & Sixuan Duan & Ming Lei & Eng Gee Lim & Pengfei Song, 2022. "The impact of short videos on student performance in an online-flipped college engineering course," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-10, December.
    2. Ana-Ma Gallardo-Guerrero & Ma-José Maciá-Andreu & Elena Conde-Pascual & Juan-Antonio Sánchez-Sáez & Benito Zurita-Ortiz & Marta García-Tascón, 2022. "From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences," Sustainability, MDPI, vol. 14(13), pages 1-17, June.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Mohd Zuhairi Mustapha & Nabilah Abdullah, 2024. "The Effects of Flipped Classroom Teaching Method on Science Students’ Higher Order Thinking Skills, Engagement and Satisfaction," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 3389-3403, August.
    2. Yi-Hsing Chang & Yin-Chen Yan & You-Te Lu, 2022. "Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning," Sustainability, MDPI, vol. 14(9), pages 1-16, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440211068474. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.