Exploring the Effectiveness of the Clickers-Aided Flipped English Classroom

The clicker-aided flipped English pedagogical approach has received popularity recently. Unfortunately, learner beliefs and motivational needs have hardly been explored in this approach. This study aims to compare the effectiveness between clicker-aided/non-clicker-aided flipped English classrooms and the traditional English pedagogical approach. The study divided the randomly selected participants into three cohorts, where different English pedagogical approaches were explored. The quantitative data was obtained from the measurements via scales of English proficiency, learner beliefs, and motivational needs. The comparative analysis and an interview concluded that the clicker-aided flipped English classroom was significantly more effective than the non-clicker-aided and the latter was more effective than the traditional English classroom in terms of English proficiency, learner beliefs and motivational needs. Interdisciplinary research may be necessary involving education, computer, statistics, linguistics and information technologies in the future.