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: