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Flipped classroom: Developing L2 writing skills through student-created…
Flipped classroom: Developing L2 writing skills through student-created digital videos
The aim of the research paper :check:
to identify the impact of student-created videos on L2 academic writing skills
higher order thinking skills
critical thinking
greater comprehension
peer education
increase scaffolding
can replace teachers to some extent
becomes expert from novice
activities
guidance
intervension
teacher-students learn content better
interpersonal skills
cognitive skills
justification
explanation
self-reflection
lingusitic accuracy
fluency
organizational skills
aligns with Bloom's taxonomy
visual communication
Main goals :red_flag:
Production
Learners' self-created videos
Consumption
peer-education
Who are the participants :fire:?
Native Arab learners whose L2 is English
Barriers:
cultural loads
lingustic loads
cognitive loads
18 female at their Foundation course on Composition
19-20 y..o
What did they do?
Learners were shown sample video tutorials by the teacher
They were asked to produce their own ones
Provide peer feedback
Explained, justified, taught their production, got feedback from their peers
Author: Marion Engin (2014)
Why Flipped mode?
control
time
pace
place
path
involves active learning
input can be provided out of the classroom
video tutorials
learners can feel free and learn at their own pace
video tutorials done by students can take the role of review
limitations: :red_cross:
it doesnt measure the progression of language skills
students' passive participation
videos were not critically analyzed
Roodriges et al. (2012)
digital properties need to have
content
purpose
cognitive demand
technology
ethical issue
the number of participants is limited
less reliable
Procedure of the research
The teacher prepared 10 digital videos
Writing research question
Argumentative essay
Outlining research
Writing a research proposal
Skills required
Paraphrasing
Summarizing
writing a thesis statement
using proper in-text citation
APA citation
Students choose a topic and with a partner create a video
Result of the research
Creating video helped learners to improve their academic writing skills
Language skills mastered
Choosing the relevant material
Evaluating the material
Make connections with prior knowledge
Proper accuracy
Learner autonomy increased
What do learners' say?
"I trust teacher's sources"
Video materials may contain wrong information
"Students do not always explain clearly"