Effects of Different Video Modalities on Writing Achievement in Flipped English Classes

Abstract

This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants' scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

“…When the former is applied, a significant increase in student achievement and performance can be seen. Hence, the findings of this study confirm the results stated by Akgün and Atıcı (2017), Ekmekçi (2014), İyitoğlu and Erişen (2017), Tutal and Yazar (2017), Umutlu (2016), Yavuz (2016. Bösner, Pickert and Stibane (2015), consider the increased success in the flipped classrooms a result of a cooperative environment and learning focused implementation.…”

“…As discussed in the literature review (Akgün & Atıcı, 2017;Umutlu, 2016;Yavuz, 2016) the flipped classroom model is more effective than traditional education in some studies. When the former is applied, a significant increase in student achievement and performance can be seen.…”

“…As a result of the study, students' satisfaction on the flipped classroom model was high. Recently, a research similar to this one was carried out by Umutlu (2016) which mainly focused on the effects of the flipped classroom model on students' writing. There were 127 participants; one control group and six experimental groups.…”

“…It can be seen that, recently, the number of research based on the flipped classroom has increased and positive results were noted in the classrooms that applied this model. However, studies concerning the implementation of the flipped classroom method in foreign language classrooms in Turkey are very limited (Umutlu, 2016). Especially, in terms of developing writing skills, which is a quite complex skill, there is not adequate research database showing at which stage and for which activities the flipped classroom model provides effective results.…”

A systematic review of flipped classroom studies in Turkish education

“…The four themes identified from the review of Table 1 and Table 2 ( (Adnan, 2017;Akgün & Atıcı, 2017;Alsancak-Sırakaya, 2015;Aşıksoy& Özdamlı, 2016;Aydın, B., 2016;Boyraz & Ocak, 2017;Çakır, 2017;Çalışkan, 2016;Çetin-Köroğlu & Çakır, 2017;Ekmekçi, 2017;Güç, 2017;Göğebakan-Atıcı & Yıldız, 2016;Göğebakan-Atıcı, Yıldız & Altınbaş, 2016;Karaca & Ocak, 2017;Kurt, 2017;Sağlam, 2016;Sarıgöz, 2017;Şahin, Cavlazoğlu & Zeytuncu, 2015;Şengel, 2016;Turan, 2015;Tugun, Uzunboylu & Özdamlı, 2017;Umutlu, 2016;Zengin, 2017). In others, authors reported an increase in the average scores, yet did not report a statistical analysis investigating the significance of the observed difference (Özpınar, Yenmez & Gökçe, 2016;Sezer, 2016).…”