A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

Abstract

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners' quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

Improving Students’ Writing Participation and Achievement in an Edpuzzle-Assisted Flipped Classroom

“…The use of technology can attract students' attention and curiosity. The benefits of using the Flipped Classroom strategy in facilitating learning activities and improving students' achievement has also been proven in studies conducted by Zakiya (2020), Soltanpour & Valizadeh (2018), Afriyalsanti et al (2016), and Engin (2014). To support the technology-integrated learning process using the Flipped Classroom strategy, this study utilized a web-based interactive learning media called Edpuzzle.…”

The Effect of Teaching Writing Based on Flipped Classroom Model on Metacognitive Writing Awareness and Writing Achievements of Middle-School Students

“…Literatürde TYES'in yazma başarısını arttırdığı sonucuna ulaşılan birçok çalışma bulunmaktadır (Baranovic, 2013;Leis, Tohei ve Cooke, 2015;Özbilen, 2018;Özdemir, 2017;Pavanelli, 2018;Soltanpour ve Valizadeh, 2018). Bu çalışmalardan birinde Özdemir (2017) TYES'in Türkçe öğretmeni adaylarının öyküleyici ve bilgilendirici metin yazma becerilerini geliştiren, içerik oluşturma ve yazma süreçlerini düzenlemeye katkı sağlayan bir model olduğu sonucuna varmıştır.…”

“…Bunun yanı sıra Pavanelli (2018) tarafından yapılan çalışma TYES'in akademik yazma performansı üzerinde anlamlı etkisinin olduğunu; öğrencilerin TYES modelini etkileşime ve iş birliğine imkân tanıyan, yazma becerilerini geliştirmede geleneksel yöntemlere göre daha etkili olan bir öğrenme kaynağı olarak algıladıklarını göstermiştir. Başka bir çalışmada Soltanpour ve Valizadeh (2018) TYES'in tartışmacı metin yazma becerisini geleneksel yöntemlere göre daha fazla geliştirdiğini, TYES ve geleneksel sınıftaki öğrencilerin başarıları arasındaki anlamlı farkın zaman içerisinde değişmediğini ortaya koymuşlardır. Lisans öğrencileriyle yaptığı atölye çalışmasında TYES'in yazma becerisi üzerinde etkili olduğu sonucuna varan Baranovic (2013) TYES'le öğrencilerin yazma konularını daha kısa zamanda öğrenebildiklerini tespit etmiştir.…”

“…Yazma başarısına ilişkin sonuçlar da literatürdeki araştırmaların bulgularıyla örtüşmektedir (Baranovic, 2013;Crisafulli, 2015;Engin, 2014;Leis vd., 2015;Özbilen, 2018;Özdemir, 2017;Pavanelli, 2018;Said Ahmed, 2016;Soltanpour ve Valizadeh, 2018). Bu çalışmaların tamamında TYES'teki aktif öğrenme imkânları, sınırsız tekrar, öğretmen rehberliği, geri bildirim, iş birliği fırsatları ve sık yapılan yazma çalışmaları gibi unsurlar yazma başarısındaki gelişimin nedenleri olarak rapor edilmiştir.…”

Aula invertida (flipped classroom): Fazê-la funcionar com alunos de línguas estrangeiras

“…They applied flipped classrooms in teaching English writing and found that flipped instruction had a positive impact on students' writing and their overall academic performance. Similarly, Soltanpour and Valizadeh (2018) investigated the effect of flipped classrooms on Iranian EFL learners' quality in argumentative essays. When compared with a control group, students in the FC outperformed the traditional class, both directly after the flipped instruction occurred, and again after time had passed in a second comparison.…”