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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
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    References listed on IDEAS

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    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
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    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.

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    1. 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.

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