This study builds on previous research carried
out into the flipped model and digital videos in academic writing programs (Engin & Donanci,
2014), and develops our knowledge base of how student-created digital videos can promote
collaboration and meaningful learning through peer-teaching in a media-rich technological
environment. The approach taken for this study is scholarly in that it highlights previous work, builds on research, and examined a specific technological teaching strategy in a systematic and
rigorous way (Kirkwood & Price, 2013). Previous research indicates that there are significant
motivational and attitudinal benefits for students as consumers when the input is ‘teacher-made’
(Engin & Donanci, 2014). However, the current research indicates that second language learning
opportunities arise when students take on the role of producer.