Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment

Biçen, Hüseyin; Beheshti, Mobina

doi:10.1080/10494820.2019.1666285

Cited by 44 publications

(53 citation statements)

References 61 publications

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“…This result was consistent with a study done by Huseyin B., & Mobina B. (2019) who conducted a study in regard to the usage of Infographics in a flipped classroom learning environment called "Flipped Classroom Instructional Infographics".…”

Section: Discussionsupporting

confidence: 91%

“…Additionally, Infographics can also be correlated to students' achievement motivation, their need for success, receiving feedback and experience a sense of accomplishment (Nuhoğlu, & Akkoyunlu, 2017). Huseyin B., & Mobina B. (2019) also conducted a study in regard to the usage of Infographics in a flipped classroom learning environment called "Flipped Classroom Instructional Infographics".…”

Section: Related Studiesmentioning

confidence: 99%

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The Impact of Using Infographics to Teach Grammar on Efl Students’ Learning Motivation

Nhan

Yen

2021

EJFL

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Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. Article visualizations:<img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 91%

Section: Related Studiesmentioning

confidence: 99%

The Impact of Using Infographics to Teach Grammar on Efl Students’ Learning Motivation

Nhan

Yen

2021

EJFL

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“…Earlier studies established that infographics have been an effective tool to teach L2 students, particularly in terms of students' ability to demonstrate their understanding, summarise key concepts, improve memory retention, and improve grammar knowledge (Al Hosni, 2016;Rezaei & Sayadian, 2015). Recently, interest in using infographics in classrooms has increased because they can be beneficially incorporated into a variety of educational settings (Bicen & Beheshti, 2019). Fadzil (2018) studied Malaysian students' use of infographics to improve interest in the learning process and perceived that infographics adequately represented the facts.…”

Section: Incorporating Dmmc Into Esp Teaching and Assessmentmentioning

confidence: 99%

“…As a form of DMMC, the multimodal nature of infographics has a positive impact on English language learners in aiding comprehension of content and interaction amongst peers (Bicen & Beheshti, 2019). We posit that infographics are particularly suited for English for specific purposes (ESP) instruction.…”

mentioning

confidence: 99%

Digital multimodal composing as authentic assessment in discipline‐specific English courses: Insights from ESP learners

2021

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In recent years, digital technology advances have shifted how tertiary students produce and consume text, which many now view as a process of multiple modes of communication (Hafner, 2018). The ubiquity of technology in teaching and learning has allowed second language (L2) learners to "engage in multimodal composing and literacy practices" (Shin, Cimasko, & Yi, 2020, p. 1) to improve English language proficiency through a variety of text types (Barton & Potts, 2013;Belcher, 2017). Digital multimodal composing (DMMC) in second language writing, defined as "teaching writing as

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“…Flipped classrooms consist of three distinct activity types namely pre-class, in-class and postclass activities. Several resources used a learning taxonomy to illustrate the difference in intent between these activities (Bagley 2020;Bicen and Beheshti 2019;Selby 2015) as we illustrate in Figure 4 by mapping the learning levels of Bloom's taxonomy (Anderson and Krathwohl 2001;Krathwohl 2002) to flipped classroom activities:…”

Section: Flipped Classroom Activitiesmentioning

confidence: 99%

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Gerber

Eybers

2021

SAJHE

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The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience.

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Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment

Cited by 44 publications

References 61 publications

The Impact of Using Infographics to Teach Grammar on Efl Students’ Learning Motivation

The Impact of Using Infographics to Teach Grammar on Efl Students’ Learning Motivation

Digital multimodal composing as authentic assessment in discipline‐specific English courses: Insights from ESP learners

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

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