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Developing second language writing skills through student-created digital…
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
Negative side
: teacher who lectures and gives the input (Nielsen, 2012), and the students who “sit-and-get”
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
Study
A two-part questionnaire
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
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)
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
Instruments: