An Overview of Micro-Lecture in College English Teaching in Mainland China

Cao, Min

doi:10.11648/j.ijll.20170502.12

Cited by 9 publications

(11 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The micro flipped participants would have benefited more from individual coaching, and took responsibility for their own learning, hence, becoming more autonomous. In view of the positive effects of the micro flipped model on speaking fluency, the findings can lend support to some prior studies about the positive effect of the flipped classroom on language skills and subskills (e.g., Ahmed, 2016), positive effects of microlesson on innovation and application of educational information technology (Zhang, 2017), and College English teaching (Cao, 2018).…”

Section: Discussionsupporting

confidence: 79%

See 1 more Smart Citation

Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency

Roohani¹,

Etemadfar²

2021

The Journal of AsiaTEFL

View full text Add to dashboard Cite

This study investigated the effect of the micro flipped method on English as a foreign language (EFL) learners' speaking fluency and compared its effect with the traditional face-to-face teacher-fronted method in the EFL context of Iran. To this end, 40 intermediate-level EFL learners in a language institute were selected through a placement test and were assigned to experimental and control groups. The control group (non-flipped classroom) was exposed to in-class activities and instructional materials in the print format whereas the experimental group (micro flipped classroom) was exposed to both in-class and out-of-class instructional materials, including mini videos uploaded before class via Edmodo, a technology-based pedagogical environment. To assess the participants' speaking fluency, they were interviewed at the beginning and end of their course, and the recorded speech data were analyzed through PRAAT (computer software package for speech analysis) in terms of six aspects of speaking fluency, including articulation rate (syllables per second), rate of all pauses, rate of long pauses, rate of unfilled and filled pauses and mean length of run. The analysis of the data through Mann-Whitney tests revealed statistically significant differences regarding the measures of fluency with the higher articulate rate and mean length of run and lower rates of pauses for the experimental group in the posttest interview. The findings accentuate the role of the flipped classroom and blended learning where second/foreign language (L2) leaners can develop their L2 speaking skills and fluency in online and actual settings.

show abstract

Section: Discussionsupporting

confidence: 79%

“…In another study, Cao (2018) analyzed the papers published about micro lecture and College English teaching in China National Knowledge Infrastructure. The results revealed that Chinese teachers' role was changed with the emergence of micro lecture in College English teaching.…”

Section: Micro Flipped Teachingmentioning

confidence: 99%

Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency

Roohani¹,

Etemadfar²

2021

The Journal of AsiaTEFL

View full text Add to dashboard Cite

show abstract

“…Micro-lectures have been widely used and proven to improve students' mathematical abilities, as studies have continuously promoted in the educational sector since the early 2000s [24,34], and were also increasingly used during the COVID-19 pandemic [29]. This explains that the learning media aims to actively promote students to learn according to their needs, through the combination with online education [25].…”

Section: Micro-lectures In Mathematics Educationmentioning

confidence: 99%

“…This confirms that one of the asynchronous-based learning media is the utilization of micro-lectures. Before the pandemic, the development of this learning medium was not widely used as a supplement to improve students' understanding of new theories [24,25]. However, teachers were increasingly using micro-lectures in learning activities after the emergence of COVID-19, although video conferencing and other media had weaknesses within the country, such as a lack of virtual facilities or expensive internet prices [26][27][28].…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

Wijaya

Weinhandl

2022

Electronics

View full text Add to dashboard Cite

Micro-lectures, i.e., short learning videos on a specific aspect of a topic, have become one of the most effective technology-based learning media approaches and were widely used during the COVID-19 pandemic. However, in the post-pandemic era starting from early 2022, as K-12 students have been allowed to resume going to school, it is necessary to evaluate students’ intentions to continuously use micro-lectures for learning mathematics. Therefore, this study aims to explore attitudes and continuous intentions of students towards the utilization of micro-lectures. To investigate students’ intentions of using micro-lectures, we utilized the unified theory of acceptance and use of technology (UTAUT-2). Data were collected from 321 junior high school students (14–17 years old) in Bandung, Indonesia, who used online classes and micro-lectures to learn mathematics during the pandemic. A structural equation model was also used to analyze the independent (performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, and habit) and dependent (attitude and continuous intention) variables. Furthermore, online questionnaires were used to obtain data on students’ attitudes and continuous intention to utilize micro-lectures in the post-COVID-19 era. The results suggested that effort expectancy (EE) and hedonic motivation (HM) had a significant effect on attitudes, whose correlation with habit also influenced the continuous intention during this post-pandemic period. Despite these results, the habit variable was found to be the factor most influencing continuous intention. These results provide information to teachers, schools, and the government to continuously increase the use of micro-lectures based on improving student learning performances in the post-pandemic era.

show abstract

“…One recently proposed solution is to use micro-lectures, i.e., 10- to 15-min multimedia presentations. This form of instruction has been popular in informal learning, but it has also been adopted by instructors in higher education and secondary schools in Mainland China, especially in combination with the flipped classroom approach [ 3 ]. Empirical research is needed to understand what types of instructional strategies during micro-lectures would keep students’ attention, lower their cognitive load, and yield high learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Applying Interleaving Strategy of Learning Materials and Perceptual Modality to Address Secondary Students’ Need to Restore Cognitive Capacity

Chen

et al. 2022

IJERPH

View full text Add to dashboard Cite

Online courses are prevalent around the world, especially during the COVID-19 pandemic. Long hours of highly demanding online learning can lead to mental fatigue and cognitive depletion. According to Attention Restoration Theory, ‘being away’ or a mental shift could be an important strategy to allow a person to recover from the cognitive overload. The present study aimed to test the interleaving strategy as a mental shift method to help sustain students’ online learning attention and to improve learning outcomes. A total of 81 seventh-grade Chinese students were randomly assigned to four learning conditions: blocked (by subject matter) micro-lectures with auditory textual information (B-A condition), blocked (by subject matter) micro-lectures with visual textual information (B-V condition), interleaved (by subject matter) micro-lectures with auditory textual information (I-A condition), and interleaved micro-lectures by both perceptual modality and subject matter (I-all condition). We collected self-reported data on subjective cognitive load (SCL) and attention level, EEG data during the 40 min of online learning, and test results to assess learning outcomes. The results showed that the I-all condition showed the best overall outcomes (best performance, low SCL, and high attention). This study suggests that interleaving by both subject matter and perceptual modality should be preferred in scheduling and planning online classes.

show abstract

An Overview of Micro-Lecture in College English Teaching in Mainland China

Cited by 9 publications

References 1 publication

Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency

Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency

Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

Applying Interleaving Strategy of Learning Materials and Perceptual Modality to Address Secondary Students’ Need to Restore Cognitive Capacity

Contact Info

Product

Resources

About