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Extending the flipped classroom model: Developing second language writing…
Extending the flipped classroom model:
Developing second language
writing skills through student-created digital videos
Peer teaching
Reciprocal teaching
, the student starts as a novice, and with guidance and modeling, takes on a role of expert in a supported context
(Palincsar & Brown, 1984)
Peer teaching gives students the responsibility for scaffolding their classmates’ learning.
Peer teaching
include deeper understanding of course content, increased critical thinking, willingness to explore, and self-reflection
(Yang & Wu, 2012; Velez, Cano, Whittington, & Wolf, 2011)
Very simply, by teaching the topic, the learner learns
(Velez et al., 2011)
.
The flipped classroom and second language learning
A flipped approach is not just a pedagogic model, it is a mindset as to what the teacher and students’ roles are, and how best to support student learning
(Bergmann & Sams, 2012)
Flipped classroom used in K-12 contexts in
Science
Language Arts
Maths
Pharmaceutical higher education
Statistic courses
Cinema and TV
Technology
Engineering
A fundamental premise of using the flipped classroom model and involving students in creating video tutorials is that by talking about a topic, or explaining a topic, and guiding another learner, learning can take place
(Mercer, 1995, 2000)
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.
Method
Context
The author decided to involve the students in creating a library of digital video tutorials for the class.
Participants
18 Emirati female learners aged 19-21
First language: Arabic, Second language: English
Procedure
Topics included writing a research question, organizing an argumentative essay, outlining, and writing a research proposal
Information literacy skills such as paraphrasing, summarizing, writing a thesis statement, using in-text citations (APA) and writing a reference list (APA).
Instruments
Two-part questionnaire
First part was designed to get feedback on the flipped approach and the use of the videos
The second part aimed to elicit perceptions of the usefulness of creating their digital video
Results
Language skills development through researching
The activity of finding information, evaluating it, and then summarizing is part of Bloom’s taxonomy and encourages higher order thinking skills
(Krathwohl, 2002).
First searching, reading, choosing best points, organize, using creative mind to make the video.”
Language development through a focus on accuracy
The pressure to produce accurate English is a positive benefit of making the video public to classmates.
Students should monitor their language as they are recording the lesson and sharing it with others, this new consumer awareness prompt students to focus on their accuracy in English
Language development through simplifying
Simplifying content in a second language also involves comprehension, manipulating language, selection of appropriate vocabulary, and a focus on form.
Simplifying the material is a higher order cognitive skill as it involves summarizing and synthesizing, as well as paraphrasing.
Having to research and choose relevant information forces students out of their comfort zone and gives them responsibility for their own learning (Ryan, 2013)
Student-created digital videos and second language learning
According to
Holtzblatt & Tschakert (2011)
, the activity of student created video input support learners learn from novice to expert through researching, comprehending, evaluating, and creating. Moreover, these stages also closely correspond to Bloom’s taxonomy.
Beach (2012)
mentioned that student-created videos developed students’ sense of effective visual communication as a result of audience awareness
Student-created digital videos used in K-12 contexts in
Computing
Accounting
Physical education
Early childhood studies
Marketing
Teacher education contexts
Discussion
Second language learning through student-created digital videos
Limitations of the study
Limitations of the study
Title:
Extending the flipped classroom model: Developing second language
writing skills through student-created digital videos
Author:
Marion Engin