Extending the flipped classroom model: Developing second language
writing skills through student-created digital videos (Engin,2014)
INTRODUCTION
inquiry
evidence
The aim of this study is to examine the impact of student-created digital
videos on second language learning in an academic writing course through a scholarly approach, with focus on:
reflection
RESEARCH QUESTIONS
RESULTS
PEER TEACHING
FLIPPED CLASSROOM:
practice
and interaction with peers and teacher (Brame, 2013).
discussion
problem-solving
students are exposed to new content outside of the class through short videos, and then use the class time to further develop this knowledge through:
give students
responsibility for researching part of the content of the course
demand more linguistic output
make the students
more active in their learning
peer teaching through a variety of technological devices and applications WOULD :
In other words, they would
become producers as well as consumers.
PROFILE
English is their L2
Participants:native Arabic speakers
Location: the United Arab Emirates
BLOOM's TAXONOMY &HOTs
Learners move from
novice to expert BY:
researching
comprehending
evaluating
creating
1-How did students creating digital videos on aspects of academic writing develop their
language and writing skills in English?
2-How did students feel about learning from student-created videos?
learner was required to articulate his or her own understanding of an
aspect of academic writing through the video tutorial
18 female learners aged 19-21
Language development through a focus on accuracy
The second research question:
Language development through simplifying
Trustworthiness of the content and presentation
Language skills development through researching
The first research question: