Marion Engin (2014)
Extending the flipped classroom model: Developing second language
writing skills through student-created digital videos
Introduction
Background: Arab Emirates; Flipped classrooms - incorporaying technology to develop writing
Peer teaching
Flipped classroom - learning at home through video tutorials and do the practice at classroom.
The creation of the video involves not only greater comprehension, but also
higher levels of cognitive processing in order to be able to explain a topic to peers (Rodriguez,
Frey, Dawson, Lieu, & Rotzhaupt, 2012).
Research questions
Method
Context -Arab Emirates
Participants - 18 Emirati female learners aged 19-21, third and final composition course students
Procedure - author prepared 10 video tutoriols and gave students topics to prepare video tutorials as well. Then, these videos were showwn to their peers.
Instruments - A two-part questionnaire, interview and answers were recorded on the phone.
Results
Language skills development through researching - the student had moved from a position of novice to expert on an aspect of
academic writing through her own research and development of knowledge.
Simplifying content in a second language also involves
comprehension, manipulating language, selection of appropriate vocabulary, and a focus on
form. This activity therefore gave opportunities for English language practice.
A focus on accuracy of information developed students' content knowledge as well as language.
the lack of trustworthiness in classmates’ knowledge
Discussion
the current research indicates that second language learning
opportunities arise when students take on the role of producer
Limitation of this study is that the videos themselves were not critically
analyzed for evidence of understanding of the topic. The participant group was a small sample size.
It is crucial that students know the purpose of working
with technology.
description of the role of technology in universities
cited: Goode (2016),Kirkwood and Price (2013) ,
A brief description of the study-This study describes the various steps of the project, student activities, and examines the
impact of the project on students’ language and academic writing skills.
the responsibility for scaffolding (the help given by a teacher or more able
peer in an educational setting) their classmates’ learning
The aim of the research was to explore the extent to which student-created digital videos could
develop language and writing skills in a second language.
Reciprocal teaching- Ss starts as a novice till becoming expert (with guided support of the peers)
“teacher” student
learns the content better themselves
fluency and accuracy
academic writing through the video tutorial
by teaching the topic, the learner learns
Bloom's Taxonomy & Krathwohl's taxonomies.
How did students creating digital videos on aspects of academic writing develop their
language and writing skills in English?
How did students feel about learning from student-created videos?