Extending the flippped classroom model (Marion Engin, 2014)

  1. Aim of the article

leverage the students' interest

experience of technology

writing skills:accuracy

organization

lexical appropriacy

  1. Scholarly approach (Kirkwood&Price, 2013)

teacher-led approach

learner-led appraoch

  1. Flipped classsroom

discussion

practice

problem-solving

interaction

  1. student-created video and Second Language learning
  1. Promoting two different teaching

Peer - Scaffolding (Maybin, Mercer, & Stierer, 1992)

reciprocal teaching

role of expert (Palincer & Brown, 1984)

role of novice (Shuell, 1990)

Benefits of peer teaching

increasedcritical thinking (Whittington & Wolf. 2011)

willingness to explore

understanding course content

self-reflection (Yang & Wu, 2012

Reports of student-created digitsl videos (Schuck, 2006)

Reports in the higher education (Lim, Pellet, & Pellet, 2009)

more meaningful input

greater awareness of peers

greater relevanve (Wu, 2012)

developed critical thinking (Beach, 2012)

sense of effective visual communication

increased motivation

increased reinforcement (Miller, 2007)

  1. Mentioned Processes of the research

Focus on accuracy

Student perceptions: trustworthiness of the content and presentation

Researching (Krathwohl, 2002)

Simplifying (Ryan, 2013)