Identifying Student Satisfaction in the Flipped English Class Enhanced With Clickers

Abstract

The flipped class has received great popularity in the last decade. This study, combining quantitative with qualitative research methods, randomly selected over 200 participants and adopted both structural equation modeling and bivariate correlation analysis, studied the factors influencing student satisfaction via corresponding scales that were evidenced valid and internally consistent. It was concluded that several factors, i.e., learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology, exerted significant influence on student satisfaction. The data collected from the semi-structured interview supported the results as well. The design of CFLC should not ignore learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology since they have great impact on student satisfaction. Future research, in need of multi-disciplinary cooperation, may also focus on course design, teacher satisfaction, and textbook choice.