Developing second language
writing skills through student-created digital videos

Flipped classroom:

students are exposed to the new content outside of the class through short videos, and use the class time to further develop this knowledge through problem-solving, discussion, practice, and interaction with peers and teacher.

give a chance to learn at students' own pace

students were more passive consumers than active producers

Peer teaching

scaffolding: the help given by a teacher or more able peer in an educational setting

reciprocal teaching through video tutorials

student starts as a novice with guidance and modeeling, takes a role of expert in a supported context (Palincsar&Brown, 1984).

Benefits:
deeper understanding of course content
increase critical thinking
willingness to explore and self-reflection

Main benefit:

the “teacher” student learns the content better themselves
profit not only cognitive level, but also interpersonal and affective level

Flipped classroom

Meaning: students have some
control over ‘time, place, path and/or pace’ (Staker & Horn, 2012) and and are involved in active
learning (Hamdan, Mcknight, Mcknight, & Arfstrom, 2013)

Features:
teacher and students' role: how best to support student learning
the input is given out of the class through digital video tutorials
one-on-one tutorial mode

Student-created digital videos

learners move from
novice to expert by researching, comprehending, evaluating, and creating

closely correspond to Bloom’s taxonomy:the highest level of cognitive
processing – create

Negative side: teacher who lectures and gives the input (Nielsen, 2012), and the students who “sit-and-get”

Study

A two-part questionnaire

Context:federal university in the United Arab Emirates
three composition classess

a group of 18 Emirati female learners aged 19-21
L1-Arabic
L2-English

Procedure:

ten digital videos on different topics
writing a research question, organizing an argumentative essay,
outlining, and writing a research proposal

inlusion of specific language skills and writing skills
skills include: paraphrasing, summarizing, writing a thesis statement, using in-text citations
(APA) and writing a reference list (APA)

1st part: to get feedback on the flipped approach and the use of the videos

2nd part: to elicit perceptions of the usefulness of creating their digital video
whether creation and preparation enhanced their own knowledge and understanding of the
concepts

Instruments:

Results:

develop their own writing and language skills
learn how to make researching and evalution the information
Learn how to focus on accuracy and language forms