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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 Engin, M. (2014)
Discussion
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Limitations of the study
:check: The video themselves were not critically analyzed for evidence of understanding of the topic
:check: The participant group was a small sample size (Chester, 2012)
Future implications
:check: The research on the role of students in the flipped classroom needs to focus on students as both consumers and producers of digital material
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Theoretical framework
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Peer teaching (Yand&Wu, 2012; Velez, Cano, Whittington & Wolf, 2011)
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Increased critical thinking, willingness to explore, and self-reflection :star:
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Methodology
Procedure
:pencil2: The first term: writing a research question, organizing an argumentative essay, outlining, and writing a research proposal
:recycle: 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
Instruments
A two-part questionnaire
:checkered_flag: The first part was designed to get feedback on the flipped approach and the use of videos, thus the students were surveyed on their perceptions of the digital videos in their roles of consumers
:checkered_flag: The second part aimed to elicit perceptions of the usefulness of creating their digital video and the extent to which the creation and preparation enhanced their own knowledge and understanding of the concepts and their language
Participants
:silhouettes: 1) 19 Emirati female learners aged 19-21; 2) L1 is Arabic, L2 is English
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