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Developing second language writing skills through student-created digital…
Developing second language
writing skills through student-created digital videos
Introduction
Incorporating technology to develop the learners’ writing skills
linguistic accuracy
fluency
organization
lexical appropriacy
particular focus
inquiry
evidence
reflection
BACKGROUND
FLIPPED LEARNING
EXPOSURE TO A NEW CONTENT OUTSIDE THE CLASS
THROUGH SHORT VIDEOS
CLASS TIME IS TO DEVELOP THE KNOWLEDGE
PEER TEACHING
SCAFFOLDING
TEACHER OR MORE KNOWLEDGE PEER'S ASSITANCE
enables learners to take on the role of expert
reciprocal teaching
to break the typical pattern of skill training
the student starts as a novice
with guidance and modeling
takes on a role of expert in a supported
context
Student-created digital videos and second language learning
to involve students in the production as well as the consumption of the digital videos
learners move from
novice to expert by researching, comprehending, evaluating, and creating
stages also closely correspond to Bloom’s taxonomy
RESEARCH QUESTIONS
How did students creating digital videos on aspects of academic writing develop their
language and writing skills in English?
How did students feel about learning from student-created videos?
METHOD
CONTEXT
set in a federal university in the United Arab Emirates
sS take three composition classes before they start their major
able to give one-on-one support, guidance
and feedback
PARTICIPANTS
a group of 18 Emirati female learners
aged 19-21
third and final composition class before they started major requirements.
first language is Arabic
English being their second language
PROCEDURE
ten digital videos on a variety of topics
writing a research question, organizing an argumentative essay, outlining, and writing a research proposal
placed in a Learning Management System
(Blackboard)
main outcome was a 2,000 argumentative
researched paper
skills were listed
paraphrasing
summarizing
writing a thesis statement
USING APA STYLE
INSTRUMENTS
A two-part questionnaire was distributed
The first part was designed
to get feedback on the flipped approach and the use of the videos
perceptions of the usefulness of creating their digital video
RESULTS
Language skills development through researching
researching a topic, searching for sources,
evaluating the information and choosing relevant information
Language development through simplifying
Many students mentioned the activity of simplifying the information as part of the
process
Language development through a focus on accuracy
Preparation of the content with the audience in mind seemed to support language learning
through a focus on accuracy of content and language
Student perceptions: trustworthiness of the content and presentation
The second research question focused on the perceptions of students and how useful they
found the creation of digital videos for their classmates
DISCUSSION
Lessons learnt and future projects
Limitations of the study
Second language learning through student-created digital videos