Utilizing a Digital-Flipped Classroom Approach to Enhance Writing Skills and Foster an Active Learning Environment among Thai EFL Learners (original) (raw)
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During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students' self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students' overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to identify strategies to help with the extra non-classroom activities required of them.
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One of the methods gaining popularity in the context of teaching in recent years is flipped classroom instruction (FCI). The FCI encourages EFL learners to maximize their time away from class by using products of advanced technologies. Owing to this fact, the researchers conducted a study on the issue of Students' writing performance and their attitudes about the use of technology. A mixed-method study was used to investigate students' writing achievement and their attitudes to web-based instruction in the form of Flipped classroom instruction. Quantitative data was collected through survey questionnaires, while qualitative data was gained from interviews. The investigation on flipped classroom instruction was conducted at three State Islamic Universities in Indonesia. The questionnaires were distributed to EFL students at these three State Islamic universities to identify students' experience in learning writing by using flipped classroom instruction. There were 198 students involved in this research. Also, twelve English lecturers from those three universities were interviewed. Findings suggested that most students had a positive attitude toward flipped classroom instruction. Although flipped classroom interaction does not guarantee the improvement of students' writing performance, it is believed that flipped classroom instruction supports students to have a meaningful and effective learning experience.
Education Research International
The flipped instruction classroom has been claimed as an educational strategy that actively promotes students’ efficiency to independently prepare for lessons, mainly through online material prepared by their teachers. The current study was aimed at addressing the deficits of traditional classroom instruction and enhancing learning among upper-intermediate Iranian EFL learners through implementing flipped classroom instruction. The aim was to improve learners’ English writing outcomes, more precisely, learners’ attitude towards English writing, and experience with English writing using flipped classroom instruction. The study lasted over twelve weeks, from September to December 2020. The participants were 80 EFL students, aged 25-38, learning English in Rama and Parto institutes. Both a questionnaire and pretest-posttest argumentative essay were used for data collection. The outcomes showed that learners had a favorable view of flipped writing instruction classrooms. The flipped lea...
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2017
During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students’ self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students’ overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to ident...
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World Journal of English Language
This study proposes a flipped classroom methodology in the context of a group pre/post-quasi-experimental study to improve the writing skills of EFL students, with a particular emphasis on writing topic sentences, supporting sentences, concluding sentences, adjectives, adverbs, and sentence structures correctly. The research sample consisted of 25 EFL (English as a Foreign Language) students studying the course titled “Technical Report Writing,” adopting flipped classroom methodology. The effectiveness of students' writing skills before and after the experiment was evaluated by researchers through pre- and post-experimental exams. Results for the post-test were influenced by the dependent-sample t-test. It was determined that the flipped classroom remarkably improved EFL students' writing abilities. Other EFL teaching and learning challenges may be addressed through implications with the additional study into flipped classroom approaches.
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An investigation of the impact of flipped instruction on EFL students' engagement in academic writing classes: A case study of foundation students in Oman Afef Ahmed Gasmi Developing adequate English as a Foreign Language (EFL) academic writing skills is of paramount importance for students' success in higher education in Oman. The traditional teaching approaches adopted in writing courses often lead to students' disengagement, however. Although several studies have examined students and teachers' perceptions of flipped instruction in various EFL courses, no study has examined the impact of flipping on students' engagement in writing courses. This practice-based research project, where the instructor was the researcher, explored the impact of flipped teaching on 57 General Foundation Program (GFP) EFL learners' behavioural, cognitive, emotional and agentic engagement in academic writing in a higher education institution in Oman, and the variations that exist in students' engagement according to gender, age, English language proficiency and technology skills. The study adopted a mixed-methods design and used a student engagement questionnaire, focus group interviews and participant observations to collect data. Descriptive and inferential statistics and deductive and inductive analytical procedures were used to analyse the quantitative and qualitative data respectively. The study presents new practicable knowledge about the implementation and implications of flipped instruction for Omani EFL students' engagement in academic writing at the GFP level. It proposes flipping as an instructional approach which helps to address GFP students' lack of
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Recent developments in technology and education have created an enormous array of opportunities in the field of language learning and teaching. From one side, modern technologies are promptly attracting new users, providing growing dimensions, and allowing more sophisticated uses. Form the other side, the students’ zeal toward utilizing mobile technologies in classroom brought the idea of examining these technologies in the context of Iran. To this end, this study investigated the effect of flipped classroom on Iranian EFL students' writing development at senior high school. A group of 48 K-10 male students were conveniently assigned into two groups. The students of the control group were taught writing using distance method just like a traditional classroom held online, while the students of experimental group were taught writing through online flipped method. The results using independent and paired sample t-test and ANCOVA revealed that the experimental group outperformed the...
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Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates their learning. The current study explores the impact of flipped instruction on students' foreign language writing skill which is often perceived as boring, complex and difficult by English as a Foreign Language (EFL) learners. The study compares flipped and traditional face-toface writing classes on the basis of writing performances. Employing a pre-and post-test true experimental design with a control group, the study is based on a mixed-method research. The experimental group consisting of 23 English Language Teaching (ELT) students attending preparatory class were instructed for fifteen weeks through Flipped Writing Class Model while the control group comprising 20 ELT preparatory class students followed traditional face-to-face lecture-based writing class. Independent and paired samples t-tests were carried out for the analyses of the data gathered through the preand post-tests. The results indicated that there was a statistically significant difference between the experimental and control groups in terms of their writing performances based on the employed rubric. It was found that the students in the experimental group outperformed the students in the control group after the treatment process. The results of the study also revealed that the great majority of the students in the experimental group held positive attitudes towards Flipped Writing Class Model.