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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
By Marion Engin
Instructors love incorporating technology to develop the learners’ writing skills in terms of linguistic accuracy and fluency, organization, and lexical appropriacy.
Instructors tend to choose a technology and teacher-led approach, rather than a learning and learner-led approach.
Instructors believe that learning can take place when using a flipped classroom model and involving students in creating video tutorials is that by talking about a topic, or explaining a topic, and guiding another learner.
The aim of case study is to examine the impact of student-created digital videos on second language learning in an academic writing course through a scholarly approach, with particular focus on inquiry, evidence, and reflection.
The aim of this project is to involve students in the production as well as the consumption of the digital videos encouraging them to move from novice to expert in the area of academic writing skills.
Research questions
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The author used a flipped classroom model so that students watched some of the lesson input in short tutorial videos at home, and then spent precious class time working on research and writing, with the author able to give one-on-one support, guidance and feedback.
Participants
a group of 18 Emirati female learners aged 19-21 who were taking their third and final composition class before they started major requirements. Their first language is Arabic with English being their second language.
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The author prepared ten digital videos on a variety of topics at the beginning of the semester. Topics included writing a research question, organizing an argumentative essay, outlining, and writing a research proposal uploaded into the LMS (Blackboard).
These videos were designed as scaffolds. Students in pairs chose on which topic they wanted to prepare a video according to a schedule, and sent them to the teacher to be checked.
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To write a 2,000 argumentative researched paper on a topic that was negotiated between student and instructor;
To develop skills: paraphrasing, summarizing, writing a thesis statement, using in-text citations (APA) and writing a reference list (APA).
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Language development through simplifying:
Students learned to simplify information, synthetize, paraphrase, select appropriate vocabulary, manipulate the language. The positive take-away is that students focused on the content first and then made a video.
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through a focus on accuracy of content and language. Audience awareness made students to monitor their language and avoid making mistakes as it was for learning purposes.
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Trust and confidence in both the content and the presentation style is clearly a crucial factor in the students’ perception of the effectiveness of watching the videos as a form of input.
A flipped classroom means that students are exposed to new content outside of the class through short videos, and then use the class time to further develop this knowledge through problem-solving, discussion, practice, and interaction with peers and teacher
Reciprocal teaching takes place when a student starts as a novice, and with guidance and modeling, takes on a role of expert in a supported context.
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The videos were not critically analyzed for evidence of understanding of the topic.
Learning in terms of whether the students were using higher level cognitive processing hasn’t been evaluated;
A small sample size (only 18 students);
No impact and effectiveness of peer-prepared material on learning has been studied.
