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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 Marion Engin
Introcudtion
Nowadays, L2 students have opportunities to improve their languages both inside and outside of their classes.
Incorporating technology is very useful, however, having not enough experiences always bring challenges to instructors of ESL students.
Using technologies in the ESL contexts provides many opportunities to enhance L2 students' language skills. For example, technologies bring benefits to EFL learners to improve their writing skills by working on their accuracy; fluency, and lexical appropriacy.
According to Krikwood and Price (2013), technologies influence teaching by shifting the teaching approach from teacher-centered to student-centered.
Questionaries, interviews; reflections on learning reveal how student-created videos influence second language learning.
Background
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Flipping the classroom
Filliping the classroom allows ESL students to watch short videos and discuss the new content with coursemates; boost hteir knowledge joining problem-solving activities; making conversations with each other and the teacher as well.
Regarding the results of the flipping class study, L2 learners acquired the content knowledge at a normal speed and pace. Moreover, they were able to evaluate their peers' work, too. .
No matter how much the approach was modern, it didn't considerably influence language skills.
Contrary to what has been observed from the study, Greene et al, (2012) point out that technology makes students active encouraging them to explore the content of the lesson.
description of the study
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Setting a model of showing a short video about academic writing the teacher assigned his own students to prepare the similar short video about academic writing.
Since the English language is a non-native language for Arabic students, the quality of their materials was lower and less comprehensible.
Applying a flip classroom approach was aimed to let students discover the topic and discuss it with their coursemates.
Peer Teaching
Scaffolding
Scaffolding is an amazing strategy of learning by breaking assigned learning material into chunks or grouping providing a tool or instrument.
According to Bruner and Ross (1976), Scaffolding is a task that requires learners to peer teach to each other under the teacher's control.
Maybin et al., (1992) state that L2 students become more responsible when they peer teach assuming a great amount of responsibility for teaching. BY doing this the teacher achieves a high quality of effective teaching.
The aim of peer teaching
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This method makes passive students active loading teaching responsibility on them and increasing their attention.
As an expert of the lesson, students try hard to explain the topic at a maximum level, consequently, they become masters in the lesson that they teach by doing activities, following guidance and interventions.
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Results of the project
By means of video tutorials, students needed to reflect on their comprehension of academic writing.
According to Durkehim (1956), interaction about a particular topic allows L2 students to fix the idea deeply and learn the concept.
Learners were able to practice on their fluency and accuracy taking the advantage of summarizing and explaining the concept.
L2 students were able to develop their second language comprehending the key concepts of the lessons and conducting lessons working on their accuracy and fluency in both writing and speaking.
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Method
Context
The case study was made in a governmental university in the Arab Emirates prior to starting the main classes.
the study consists of three parts: First they provided short videos which they practiced in their homes; then, they collaborated to improve their writing; after that, the teacher allowed them to peer teach. Finally, the teacher gave one-on-one feedback.
In contrast to his other classes, this time, the author added interactions in the approach.
participants
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They speak Arabic which is their native language and they were learning the English Language as a second language.
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procedure
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Writing topics included research questions, argumentative essays, summarizing, outlining, and designing research proposals.
Students had access to the platforms of learning management systems through wireless internet connections.
Language Management System provides opportunities for students to learn the model of the videos and follow the possible framework watching the tutorials.
During the course 2,000 research papers were collected and then, the author assigned them to prepare their final project.
The students were required to prepare their final works and include certain writing skills like paraphrasing, summarizing writing thesis by means of using in-text citations and following APA style.
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Instruments
As an instrument, the author used a two-part questionnaire.
The first part of the questions were devoted to get feedback about the flipped approach and the usage of the videos.
In the second part, the author provided a survey to know if the approach influenced positively their learning process and comprehension of the concepts.
The questionnaire was examined by the Committee of the university. then, the researcher conducted further interviews with five students and marked the main points of the survey.
results
The research helped to understand how students-created digital videos helped them to enhance their writing skills and learn the concepts.
Regarding the responses of the surveys, it became clear that the student-created digital videos were very helpful for L2 students to process the data and evaluate their own knowledge from the lesson.
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Focus on accuracy
According to Kearney and Schuck (2006), in many types of research, raising awareness of students is important but the reason of importance is not explained.
In the current study, the importance of providing accurate information is explained. for example, when students were interviewed they mentioned that they were afraid to teach wrong information.
Therefore, students had to check several times if their instructions are accurate engouigh.
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Disscusion
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Limitations of the study
Krikwood and Price (2013) point out that before applying the technology in the lesson it should be critically analyzed if the technology is useful enough.
One limitation of the study is that the videos which were used in the study were not examined if they could explain the key concept of the lesson completely.
Sticking around the idea of teaching academic writing through the videos is a wrong idea because teaching writing is easier with many other ways of teaching writing.
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