We concluded that the video-assisted class could cause significantly higher English proficiency than the non-video-assisted class (F = 23.17, p < .001, Partialη2 = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη2 = .093), post efficacy (F = 7.68, p = .007, Partialη2 = .086), and post regulation (F = 16.34, p < .001, Partialη2 = .166); there were strong, positive relationships between post English proficiency and post student interaction (R2 = .70; β = .84; p < .01), self-efficacy (R2 = .57; β = .75; p < .01) and self-regulation (R2 = .59; β = .77; p < .01) levels in both cohorts at the .05 level. However, no strong, positive correlations were found in both cohorts at the .05 level between pre English proficiency and pre student interaction (R2 = .00; β = .05; p = .33), self-efficacy [R2 = .03;β = -.17 (negative); p = .05] and self-regulation [R2 = .05;β = -.23 (negative); p = .01] levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation.
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