Book Description
Since the prototype of clicker device was created and developed in 1990’s at Pennsylvania State University, there have been numerous arguments on its effectiveness. This book reveals a clear picture of studies on clickers and paves a solid foundation for future studies on the use of technologies in education. It is concluded that satisfaction is positively correlated with interaction, self-efficacy and self-regulation in clickers-aided EFL class without statistically significant gender differences. Learner attitude, technology anxiety, teachers’ prompt feedback, flexibility of Clickers-aided EFL Flipped Class perceive usefulness and ease of technology and exert significant influence on learner satisfaction. The flipped business English writing classroom brings about better academic achievements and causes more satisfaction than the traditional one. Males are significantly more satisfied and achieved higher with Clickers-aided EFL Flipped Class than females. Videos, initial EFL proficiency, learner attitudes and motivation could exert significant influence on EFL proficiency and learner satisfaction. The learning attitude, interest and intrinsic motivation are significantly and mutually correlated in both Clickers-aided EFL Flipped Class and the traditional class. The book is considered a wonderful exploration in the use of clickers in the EFL flipped class. Studies in this book are conducted in a cross-disciplinary manner and shows readers a fresh view. Hence, it is worth reading.
