Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Abstract

It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

“…Flipped learning is an innovative pedagogical approach in which the typical lecture and homework elements of a course are reversed (Birgili et al, 2021;Luo et al, 2020). Various disciplines have utilised this pedagogy as one of their instructional techniques (Berrett, 2012;Öztürk & Çakıroğlu, 2021;Zainuddin & Halili, 2016).…”

“…As for the learning environment, flipped learning approach was employed to reverse the regular classroom routine. Instead of using class time for lecturing, teachers share lecture materials (a mix of reading and video-recorded lectures) to give first exposure to the course content before class (Luo et al, 2020). Students get to apply what they have learned before class and engage in collaborative and higher-level learning during class time.…”

The Flipped Classroom: An Overview of its Impact on Economics Learning

“…Flipped classrooms also make students more active in class (Basal, 2015;Herlindayana et al, 2017;Kozikoğlu, 2019); increase student attendance (Goedhart et al, 2019;Karabulut-Ilgu, Jaramillo-Cherrez, & Jahren, 2018); increase student involvement in learning activities (Lin & Hwang, 2018;Pavanelli, 2018;Smallhorn, 2017;Su & Chen, 2018); create great potential for making good use of time (Béres & Kis, 2018;Dong, 2016;Havwini & Wu, 2019;Karabulut-Ilgu et al, 2018;Låg & Saele, 2019); create a flexible learning environment through instructional videos given out by the teacher before class (Luo, O'Steen;& Brown, 2020); and provide opportunities for students to be able to play back learning videos and access material at any time and in any place (Nederveld & Berge, 2015;Nouri, 2016). Students only need to commit to learning (Karabulut-Ilgu et al, 2018).…”

Regulation of Flipped Learning Activities in Programming

“…The changes promoted were significant as a driving force to create and expand opportunities for carrying out extra activities. Luo, O'Steen and Brown (2020), promote design through processes for flipped classes, which focus mainly on feedback from colleagues. The design developed for the use of processes is focused on empathy, collaboration, and experimentation, it is structured in the model of design thinking proposed by Plattner et al ( 2009), which contains six steps: understand, analyze, analyze the point of view, idealize, prototype and test.…”