Free from demotivation in EFL writing: the use of online flipped writing instruction

Wu, Wen Chi; Yang, Jie Chi; Hsieh, Jun Chen; Yamamoto, Tosh

doi:10.1080/09588221.2019.1567556

Cited by 63 publications

(61 citation statements)

References 52 publications

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“…Apart from describing how to implement the FC model, most studies so far have examined the effects of the FC application in comparison with the conventional teaching approach by analyzing the learning outcomes. Thus, the research on FC has revealed significant improvements in students' performance regarding their writing skill (Adnan, 2017;Baranovic, 2013, in Teng, 2017Wu et al, 2019), listening skill (Leis, 2016), oral proficiency (Wang et al, 2018), pragmatic competence in relation to the use of refusals (Haghighi et al, 2019), and idiomatic knowledge (Chen Hsieh et al, 2017). At the same time, students' positive perceptions toward implementing the FC approach have been reported by Adnan (2017), Teng (2017), Hung (2015), and M. Webb et al (2014).…”

Section: Flipped Classroom Approachmentioning

confidence: 99%

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

2020

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The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.

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Section: Flipped Classroom Approachmentioning

confidence: 99%

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

2020

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“…Some studies focused on the students’ performances in the FL model compared to the traditional approaches (Hung, 2015; Kvashnina and Martynko, 2016; Yang et al., 2018). Some researchers concentrated on the effects of the FL strategy on students’ language skills (Ahmed, 2016; Amiryousefi, 2019; Hsieh et al., 2017; Hung, 2017; Wang et al., 2018; Wu et al., 2020). After the introduction of the FL approach as a viable tool in the field of ELT (Mehring, 2016), some researchers aimed to investigate the optimal conditions under which the FL approach could be more effective in EFL contexts (Alzain, 2015; Eryilmaz and Cigdemoglu, 2018; Fisher et al., 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Advances in technology and the widespread use of new gadgets and tools along with the internet availability throughout the world have given rise to the blended learning approach to fulfill the needs and aims of today’s learners (Bryan and Volchenkova, 2016; Chuang et al., 2018; Turan and Akdag-Cimen, 2019), reduce the pitfalls of the traditional methods like lack of students’ engagement, critical thinking, problem-solving, and decision-making abilities (McLaughlin et al., 2014), and provide an active learning environment for maintaining motivation (Masie, 2006; Wu et al., 2019). The blended learning approach can be categorized in six models, and the flipped learning is a subset of one of these categories (Christensen et al., 2013).…”

Section: Introductionmentioning

confidence: 99%

“…In doing so, educators started to use innovative pedagogies as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, educators can use the FL approach as one of these new pedagogies to enhance language skills due to its hybrid nature (Amiryousefi, 2017; Wu et al., 2019), but the literature in this regard is scarce. Some studies which investigated the impacts of the FL approach on EFL learners’ L2 speaking, L2 listening, and L2 writing indicated that the FL approach could improve these skills (Amiryousefi, 2017; Wu et al., 2019), but there is no evidence showing which language skills could improve more in a flipped environment.…”

Section: Introductionmentioning

confidence: 99%

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Does flipped learning affect language skills and learning styles differently?

Tadayonifar

Entezari

2020

E-Learning and Digital Media

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In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students’ performance in the post-test (t (39) = −7.698, p = .000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = .034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = .000).

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“…Saving the instructor's time for more useful concerns -e.g. modeling and monitoring‖ (Rowen, 2005;Al-Mohanna, 2010;Wu et al, 2019).…”

Section: Control Experimentalmentioning

confidence: 99%

Merging the E-journaling and the Workshop Methods to Reduce Prep-Year Students’ Writing Apprehension: An Experimental Study

Mohammed¹,

Othman²,

Kayode³

2020

IJELE

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Preparatory (prep) year students presently encounter a significant disparity between prior to college English writing and the much superior level of competence needed for potential academic programs in Saudi Arabia. Study has verified the operational efficacy of the methods of e-journaling and writing workshop on alleviating writing apprehension but on a separate basis. This study represents an original contribution to knowledge through exploring the effects of merging these two outstanding methods. Accordingly, the degree to which this new method reduced Saudi prep-year students' writing apprehension was statistically examined. Tools 48 included an instructional program and a writing apprehension test. The researcher applied the randomized control-group posttest-only design in the experiment. Students were randomly assigned to an experimental group, that studied the new program and a control group, that did not experience such treatment. At the end of the experiment, the two groups were post-tested using the writing apprehension test. Statistical treatment of the results was carried out, and the findings revealed that there is a statistically substantial difference between mean scores in favor of the experimental group students. This indicates that the integration of the e-journaling and the writing workshop methods has substantial effects on minimizing students' writing apprehension as compared to the control group students. Further research is needed to develop new consistent methods of teaching writing that cope with and benefit from the current digital outbreak, especially in the Saudi, Arab and EFL foundation/prep-year contexts.

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Free from demotivation in EFL writing: the use of online flipped writing instruction

Cited by 63 publications

References 52 publications

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

Does flipped learning affect language skills and learning styles differently?

Merging the E-journaling and the Workshop Methods to Reduce Prep-Year Students’ Writing Apprehension: An Experimental Study

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