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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.
Marion Engin (2014).
The main goals of the project
leverage the students’ interest
experience of technology multimodal environments to develop their academic writing and second language learning
Context of the research
The Unite Arab Federal University
Third composition class
Students are involded for creating video tutorials
participants of the research
18Emirati female learners between 18-21
last class of composition
speak Arabic language
provided consent forms and granted by Research Ethics Committee of university
Procedure of the research
prepared 10 different videos including writing essays, writing research and outlining
the main result is 2000 essays between student and teachers on specific topics
secondary outcome is to develop student summarizing, paraphrasing, in-text citations, writing thesis for final work
Instruments of the research
two-part questionnaire, Engin & Donanci, 2014.
recorded interviews of 5 student
1st part- giving feedback for flipped classroom;
2nd the thougts of student about creating difital tools
Results
Since students had to monitor their language as they would be recording the lesson and sharing it with others, this new consumer awareness prompted students to focus on their accuracy in English.
Many students were able to articulate very clearly the stages they went through in creating the video.
The research they do for the video is focused and meaningful as students are required to make connections with what they know and what they need to know (Perlman, Weston, & Gisel 2010).
the activity of simplifying the information as part of the process. Simplifying the material is a higher order cognitive skill as it involves summarizing and synthesizing, as well as paraphrasing.
comments were made which pointed to a lack of confidence in non-teacher prepared material.
There are two issues in this discussion. Firstly, students were concerned as to the accuracy of the content. Secondly, and more fundamentally, students required follow-up teacher explanations in class regardless of who made the video tutorial. This results from the flipped model rather than the student-created videos.
Limitations of the research
the videos themselves were not critically analyzed for evidence of understanding of the topic. Rodriguez et al. (2012) point out that the digital artifacts need to be evaluated for their content, purpose, cognitive demand, technology, and ethical use. Only then can learning be evaluated in terms of whether the students were using higher level cognitive processing. This is certainly an area to focus on in future studies.
the participant group was a small sample size (Chester, 2012).
Flipped classroom and student created digital videos
The authors report many positive results such as increased motivation and increased reinforcement of concepts. Student-created videos have also been used in teacher education contexts (Miller, 2007).
A flipped classroom is part of a blended learning model in which students have some control over ‘time, place, path and/or pace’ (Staker & Horn, 2012) and are involved in active learning (Hamdan, Mcknight, Mcknight, & Arfstrom, 2013).