In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

Abstract

As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective writing course.

The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis

“…Thus, the number of the studies showing the effects of flipped learning model on ESL/EFL classrooms has extended (Shahnama, Ghonsooly, & Shirvan, 2021). Several research conducted in EFL/ ESL context address that flipped learning model has a significant impact on most EFL students' perception and attitudes (e.g., Adnan, 2017;Ekmekçi, 2017;Karimi & Hamzavi, 2017, Sengul & Bostancı, 2021. Likewise, several research indicates that students like to learn English with flipped learning model (e.g., Haghighi, Jafarigohar, Khoshsima, & Vahdany, 2018;Lee & Wallace, 2018;Qader & Arslan, 2019).…”

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes

“…Overall, both the in-class and out-of-class flipped classroom models maintain lifelong learning abilities and meaningful knowledge, rather than demanding the learners to memorize the knowledge for a specific time, and the instructors begin to instruct how to acquire the information besides only teaching the content in North Cyprus (Ahmed and Asiksoy, 2018 ; Sengul and Bostanci, 2021 ). Crucially, numerous investigators have paid attention to the flipped classroom, learner perceptions and different subject areas; however, none of the researchers have put emphasis on the effects of the in-class and out-of-class flipped classroom models on the EFL learners' writing improvement that fulfill the twenty-first century EFL learners' requirements by giving them a chance to engage in the tasks that help them to advance their abilities, such as critical thinking, problem solving, creative learning and communication (Ahmed, 2016 ; Sengul and Bostanci, 2021 ).…”

“…Overall, both the in-class and out-of-class flipped classroom models maintain lifelong learning abilities and meaningful knowledge, rather than demanding the learners to memorize the knowledge for a specific time, and the instructors begin to instruct how to acquire the information besides only teaching the content in North Cyprus (Ahmed and Asiksoy, 2018 ; Sengul and Bostanci, 2021 ). Crucially, numerous investigators have paid attention to the flipped classroom, learner perceptions and different subject areas; however, none of the researchers have put emphasis on the effects of the in-class and out-of-class flipped classroom models on the EFL learners' writing improvement that fulfill the twenty-first century EFL learners' requirements by giving them a chance to engage in the tasks that help them to advance their abilities, such as critical thinking, problem solving, creative learning and communication (Ahmed, 2016 ; Sengul and Bostanci, 2021 ). More than these, EFL instructors faced with difficulties and failed to have an effective writing course based on online flipped classroom, as there is no study that had investigated the most appropriate and effective flipped classroom models among the in-class and out-of-class flipped classroom models for online writing course regarding the EFL learners' academic achievement in writing process at university-level EFL learning in North Cyprus (Ahmed, 2016 ; Sengul and Bostanci, 2021 ).…”

“…Crucially, numerous investigators have paid attention to the flipped classroom, learner perceptions and different subject areas; however, none of the researchers have put emphasis on the effects of the in-class and out-of-class flipped classroom models on the EFL learners' writing improvement that fulfill the twenty-first century EFL learners' requirements by giving them a chance to engage in the tasks that help them to advance their abilities, such as critical thinking, problem solving, creative learning and communication (Ahmed, 2016 ; Sengul and Bostanci, 2021 ). More than these, EFL instructors faced with difficulties and failed to have an effective writing course based on online flipped classroom, as there is no study that had investigated the most appropriate and effective flipped classroom models among the in-class and out-of-class flipped classroom models for online writing course regarding the EFL learners' academic achievement in writing process at university-level EFL learning in North Cyprus (Ahmed, 2016 ; Sengul and Bostanci, 2021 ). In fact, this investigation is different from the previous researches, in that it purposed to flip EFL writing classes with different online flipped classroom models and encouraged courses with different flipped classroom formats and fill in the gaps regarding the implementation of different flipped classroom models, namely, in-class and out-of-class writing in online EFL writing courses at North Cyprus.…”

Improvement of Mobile Learning Model in Flipped Classroom in English Classroom Teaching: Based on Big Data Analysis

“…As mentioned earlier, the teaching videos recorded by teachers should not be too long to prevent students from mental fatigue in the process of independent viewing, which leads to the problem of inattention, so a teaching length of about 10 minutes is the most appropriate video length [25]. At the same time, teachers should also instruct students how to use the fragmented time to study, how to make the best effect of learning in the fragmented time, and how to drive students' intrinsic interest in learning according to their learning situation, so that the students can achieve the best learning efficiency.…”