Chapter 5. Do Students Watch Pre-Class Videos in a Flipped Learning Environment?
Adrian Leis
Adrian Leis
Abstract
This chapter explores the extent to which Japanese university students engage with pre-class videos in a flipped learning environment. While the flipped model has been promoted as an effective means of enhancing student-centered learning, particularly in English as a foreign language education, questions remain about whether students actually watch the assigned videos before class. To investigate this issue, a mixed-methods study was conducted with 120 first- and second-year non-English majors enrolled in a compulsory communication course. Quantitative data were collected through a survey measuring video-viewing frequency, self-perceived English proficiency, and enjoyment of English, while qualitative data provided insights into students’ reasons for watching or not watching the videos. Results indicated that neither linguistic self-confidence nor liking for English significantly predicted video engagement. Instead, reasons such as obligation, interest in the content, forgetfulness, lack of time, or perceiving the videos as unnecessary were central to students’ behavior. These findings suggest that teachers may need to provide more explicit training on the purpose of flipped learning, use quizzes or reminders to reinforce video viewing, and consider flexible models such as the in-class flip. The chapter highlights both the potential and the challenges of integrating screen media into flipped classrooms for non-language majors.
About the Contributor
Adrian Leis is a professor at Tohoku Gakuin University in Japan with more than 25 years of experience teaching English. He earned his PhD from Tohoku University, and his research focuses on language learning motivation, computer-assisted language learning, and language pedagogy. He is the author of Insights into Flipped Classrooms and co-editor of Mindsets in Language Education and Innovations in Flipping the Language Classroom. Adrian is also the co-author of the Dictogloss in Action textbook series and serves as editor of the JACET Journal.
Citation
Leis, A. (2025). Do students watch pre-class videos in a flipped learning environment? In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 90-116). Candlin & Mynard. https://doi.org/10.47908/37/5
This chapter explores the extent to which Japanese university students engage with pre-class videos in a flipped learning environment. While the flipped model has been promoted as an effective means of enhancing student-centered learning, particularly in English as a foreign language education, questions remain about whether students actually watch the assigned videos before class. To investigate this issue, a mixed-methods study was conducted with 120 first- and second-year non-English majors enrolled in a compulsory communication course. Quantitative data were collected through a survey measuring video-viewing frequency, self-perceived English proficiency, and enjoyment of English, while qualitative data provided insights into students’ reasons for watching or not watching the videos. Results indicated that neither linguistic self-confidence nor liking for English significantly predicted video engagement. Instead, reasons such as obligation, interest in the content, forgetfulness, lack of time, or perceiving the videos as unnecessary were central to students’ behavior. These findings suggest that teachers may need to provide more explicit training on the purpose of flipped learning, use quizzes or reminders to reinforce video viewing, and consider flexible models such as the in-class flip. The chapter highlights both the potential and the challenges of integrating screen media into flipped classrooms for non-language majors.
About the Contributor
Adrian Leis is a professor at Tohoku Gakuin University in Japan with more than 25 years of experience teaching English. He earned his PhD from Tohoku University, and his research focuses on language learning motivation, computer-assisted language learning, and language pedagogy. He is the author of Insights into Flipped Classrooms and co-editor of Mindsets in Language Education and Innovations in Flipping the Language Classroom. Adrian is also the co-author of the Dictogloss in Action textbook series and serves as editor of the JACET Journal.
Citation
Leis, A. (2025). Do students watch pre-class videos in a flipped learning environment? In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 90-116). Candlin & Mynard. https://doi.org/10.47908/37/5
Information About the Book
Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
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Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
Read more...