Students’ Perception on Flipped Learning Conducted in an Online Writing Class During the Pandemic: A Survey Research (original) (raw)
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In an online or a hybrid English flipped classroom, the traditional teaching and learning processes instruction is changed. The English lesson does not start with the face-to-face meeting in which the teacher will explain the materials, but the students are supposed to start by themselves studying the learning materials, which are shared by the teachers virtually before the classroom start. The materials can be utilized from many different digital learning platforms such as websites, YouTube channels, and presentation, pdf files and so forth. This research is aimed to investigate: 1) what flipped materials are utilized by the Senior High School English teachers for English reading assessment during the Covid-19 Pandemics; and 2) how the Senior High School English teachers in Banjarmasin utilize the flipped materials for the English reading assessment during the Covid-19 Pandemics. This qualitative study involves Senior High School English teachers, who teach at either state or private schools in Banjarmasin, as the subjects. The selection of those teachers depends on their willingness to participate in the interview. In short, the teachers are familiar enough with some Learning Management Systems (LMS) as the software application or web-based technology used to upload the materials. Teachers also provided some materials before attending class, and the students are required to do a preparatory study prior to face-to-face meeting. For the in-classroom session, the teachers review the materials and later use them for the assessment of reading.
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Technology and digitalization have significantly transformed the educational landscape, playing a crucial role in the teaching and learning. This study investigates the flipped digital classroom learning approach as an innovative method to enhance learners’ writing skills. The research objectives are to: (i) evaluate the effectiveness of integrating the flipped digital classroom approach in enhancing EFL learners’ writing abilities, (ii) examine the influence of the flipped digital classroom method on fostering an active learning environment for learners, and (iii) analyze EFL learners’ attitudes toward applying the flipped digital learning approach. The study involved 30 participants from an Essay Writing course, selected through purposive sampling and grouped accordingly. Six research tools were employed: (i) flipped digital classroom lesson plans, (ii) achievement tests, (iii) questionnaires, (iv) flipped digital classroom learning technology, (v) interview questions, and (vi) focus group discussions. Data were collected during the second semester of the Academic Year 2022, with analysis conducted using SPSS for quantitative data and coding and content analysis for qualitative data. The results revealed that the flipped digital classroom approach effectively improved learners’ writing tasks, boosted motivation, and created a more conducive learning environment, positively influencing writing quality. Learners responded positively to the flipped digital classroom model, noting increased engagement in active learning. The study recommends considering the flipped digital classroom approach as a viable instructional strategy to enhance classroom dynamics and improve academic outcomes.
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Despite its positive impact on students' learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students' learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret's and Ortega's (2014) technology-mediated task framework, aimed to garner students' perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.
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Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners’ writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level.