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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.
Technology has become a significant part of university life (Goode, 2010),
According to Kirkwood and Price (2013), instructors tend to choose a technology and teacher-led approach, rather than a learning and learner-led approach.
The main goal of the article to give information of examining the impact of student-created digital videos on second language learning in an academic writing
Background
Peer teaching
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deeper understanding of course content, increased
critical thinking, willingness to explore, and self-reflection,
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Method
Participants
1) 18 Emirati female learners aged 19-21;
2) The first language is Arabic, the second language is English
Procedure
The beginning of semester: writing a research question, organizing an argumentative essay,
outlining, and writing a research proposal.
The videos were designed as scaffolds to give students a possible model, and to orient them to the concept of video tutorials and
how to use them.
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Discussion
Limitations of the study
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The participant group was a small sample size (Chester, 2012)
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(Yang & Wu, 2012; Velez, Cano,
Whittington, & Wolf, 2011)Link Title
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Much of the research on student-created videos highlight the benefits of students as creators, but do not examine students’ attitudes as consumers to peer-produced videos (Beach, 2012; Kearney
& Schuck, 2006).
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