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With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers' intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers' presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods. [ABSTRACT FROM AUTHOR]

The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English. The research instruments in this study included a satisfaction scale, a Business English Writing Test, and a semi-structured interview. The research procedure was made up of a pretest-- treatment--posttest design. Both hypotheses were accepted and it was concluded that (1) the flipped business English writing classroom brought about better academic achievements than the traditional one, and (2) the flipped business English writing classroom was more satisfactory than the traditional one. Future studies could pivot on different courses and expand the research scopes to examine the effectiveness of the flipped classroom. [ABSTRACT FROM AUTHOR]

Studies on gender differences in mobile English learning are in their initial stages. College English IV, designed by a number of professors and engineers in a university in China, serves as a mobile English learning platform. This study aims to determine gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with this mobile English learning platform. Through a mixed research design, 79 randomly selected participants join the research, together with interviews and posts to collect qualitative data. Cognitive loads, attitudes, and academic achievements are measured through related scales to collect quantitative data. It is concluded that there are significant gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with the mobile learning platform. Future research on gender differences in mobile English learning should also examine relationships between gender differences, learner motivation, achievement goals, and learning outcomes. [ABSTRACT FROM AUTHOR]