Enhancing students’ written production in English through flipped lessons and simulations

Abstract

Today, learning is perceived as a challenge that must be faced simultaneously on numerous fronts. Indeed, learning is no longer confined to the classroom. Students have the opportunity to learn inside and outside the classroom walls. Technology plays its part, as does the abundance of information available on social networks and in the mass media. Educators must stay abreast of change as information and potentially useful technological resources leave traditional education behind. Optimising class time through new methods, techniques and resources is paramount in today's education systems. This paper presents the results of a quantitative study of students' written production in English. The English writing skills of engineering students were developed using situational (or class) simulations and a large-scale web-based simulation in real time. Quantitative analysis of students' written production was used to test for differences between experimental and control groups. The goal of this study was to show that simulation-based instruction contributes significantly to students' progress in written production in English. The results showed that students who received simulationbased instruction (experimental group) significantly improved their English writing skills, primarily in terms of organisation and linking of ideas more than students who attended a regular English course (control group).

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

“…These students reported that the "flipped" classroom format supported their learning needs better than a traditional lecture and regarded it as more interactive. Ageline and Garcia-Cabonell [24] demonstrated that a flipped classroom format implemented in an undergraduate English literature classroom helped to improve students' writing skills in terms of organization and linking of ideas. Other recent studies have revealed that in a flipped classroom format, students have higher levels of motivation, as well as autonomy and self-regulation [25,26].…”

Implementing Educational Technology in the Classroom to Teach English Skills: A Systematic Literature Review

“…The majority of studies used quantitative methods (n = 11) for collecting the data, followed by mixed methods (n = 9), and one exploratory study. For the quantitative studies (n = 11), two of the studies used true experimental designs (Wu, 2015;Angelini & Carbonell, 2019), four studies used quasi-experimental designs (Alfadil, 2020;Chen & Lee, 2018;Chu, Wang, & Wang, 2019;Lin & Mubarok, 2021), and five used causal-comparative research (Ali, Segaran, & Hoe, 2015;Yang & Wu, 2015;Wei, Kao, Lu, & Liu, 2018;Chen, Chen, & Dai, 2018;Fu & Yang, 2019).…”

Programming Language Training With the Flipped Classroom Model

“…Angelini and García-Carbonell (2019) performed a study to investigate whether simulation-based courses as a component of the flipped classroom model make a substantial contribution to the students’ progress in their written production in the English language. The results indicated that students in the experimental group who were educated by simulation-based courses were more likely to improve their skills at writing in the English language when compared with the students in the control group who were educated through the traditional education model.…”