Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Marion Engin

Aims

to leverage the students’
interest and experience of technology and multimodal environments

to develop the learners’ writing skills in terms of
linguistic accuracy and fluency, organization, and lexical appropriacy

second language learning

Background

Peer teaching

responsibility for scaffolding their classmates’ learning

The flipped classroom and second language learning

the input is
given out of the class through digital video tutorials

to promote peer and reciprocal teaching through video tutorials

Student-created digital videos and second language learning

to involve students in the production as well as the consumption of the digital videos

to move from novice to expert in the area of academic writing
skills

there is
little research that specifically examines the impact of student-created videos

Context

The author used a flipped classroom model

A federal university in the United Arab Emirates

composition class

a group of 18 Emirati female learners aged 19-21

Procedure

The author prepared ten digital videos on a variety of topics at the beginning

a research question, organizing an argumentative essay,
outlining, and writing a research proposal

The main outcome of the academic writing course was a 2,000 argumentative
researched paper on a topic

The secondary
outcomes of the course were specific language and writing skills to support their final paper

Instruments

A two-part questionnaire

Results

Language skills development through researching

Language development through simplifying

Language development through a focus on accuracy

Student perceptions: trustworthiness of the content and presentation

Limitations of the study

Lessons learnt and future projects

the need to examine the impact of technology on
student learning with rigorous procedures and evidence

to research on flipped classrooms and builds on work on
pedagogical models of second language learning

research on the role of students in the flipped
classroom needs to focus on students as both consumers and producers of digital material