The Effect of Teaching Writing Based on Flipped Classroom Model on Metacognitive Writing Awareness and Writing Achievements of Middle-School Students

Kansızoğlu, Hasan Basri; Cömert, Özlem Bayrak

doi:10.15390/eb.2020.8823

Cited by 6 publications

(3 citation statements)

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“…After the application, there was a significant difference between the experimental and control groups according to the SEMAT post-test and permanence tests in the HSELS (Tables 3 and 4). This finding is in line with numerous studies (Alamri, 2019;Ali et al 2021;Bergmann & Sams, 2012;Çakır & Yaman, 2018;Davies et al 2013;Ghanaat & Habibzadeh, 2021;Kansızoğlu & Cömert, 2021;MacKinnon, 2015;Ok, 2019;Pierce & Fox, 2012;Yıldız et al 2016;Zhao et al 2021).…”

Section: Discussionsupporting

confidence: 86%

Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study

ÖZ,

Kala

2023

Sci Insights Educ Front

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The present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item “Sun, Earth and Moon Achievement Test” applied to determine the learning levels of the students and the 72-item “Cornell Conditional Reasoning Test” applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds.

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Section: Discussionsupporting

confidence: 86%

Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study

ÖZ,

Kala

2023

Sci Insights Educ Front

View full text Add to dashboard Cite

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“…Regarding metacognition in writing, several studies have demonstrated effective interventions. These interventions include the use of reflective writing journals to foster deeper self-reflection (Loughlin & Griffith, 2020;Ramadhanti et al, 2020), the integration of active learning and metacognitive feedback (Zhang & Li, 2021), web-based instructional strategies (Arroyo González et al, 2021), metacognitive support groups , cooperative-metacognitive instructional approach , mobile-assisted language learning tools (Kessler, 2021), metacognitive prompts to enhance awareness (Teng, 2021), and the flipped classroom model to invert traditional learning environments (Kansızoğlu & Bayrak Cömert, 2020).…”

Section: Research Papersmentioning

confidence: 99%

Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance

Prihandoko,

Morganna,

Nugrah Amalia

2024

JLE

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Background: Various studies have highlighted the theoretical roles of growth mindset, self-efficacy, and metacognition in academic writing. However, the clarity regarding which variables act as mediators in this context remains underexplored. Purpose: This study investigates how self-efficacy and metacognition mediate the effects of a growth mindset on academic writing performance among EFL students. It aims to clarify the mediating roles of these variables, directing the development of four research hypotheses and a conceptual model. Method: The study employed a structural equation modelling (SEM) method using the PLS-SEM analysis. Participants included 464 EFL undergraduate students from 28 provinces in Indonesia, who were working on their theses. They completed a series of valid and reliable scales online. Results: Analysis revealed that growth mindset significantly influences self-efficacy for ideation and metacognition. Further, self-efficacy in ideation, convention, and self-regulation, along with metacognition, effectively mediated the relationship between growth mindset and academic writing performance. Conclusion: The findings suggest that growth mindset significantly impacts academic writing performance through its influence on self-efficacy and metacognition. This underscores the importance of these mediators in enhancing academic writing competence. Consequently, EFL writing lecturers and thesis supervisors should focus on interventions that strengthen these attributes. Future research should continue to explore effective strategies to enhance metacognition and self-efficacy, thereby contributing to the broader field of EFL education.

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“…Contrary to such traditional practices, students should be guided to plan, analyze and participate in the writing process in a rich learning environment that motivates students and fosters their autonomy and involvement. Kansizoglu and Comert (2021) state that systematic review and meta-analysis studies include practical solutions to insufficient writing instruction; they include increasing students' knowledge of writing, providing sufficient time and feedback on writing; teaching students how to plan, draft and edit, creating supportive writing environments, adopting a processbased writing approach, and emphasizing metacognitive skills. Purpose, context, and audience are complexly related; students must know why they are writing and their intended audience (Pytash & O'byrne, 2014).…”

Section: A Writing Instructionmentioning

confidence: 99%

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

Alsowat

2022

jltr

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This study compared the effect of a hybrid learning model and a virtual learning model on Saudi secondary school students' essay writing and digital literacy skills. The study employed the quantitative quasi-experimental design. The sample comprised 56 Saudi secondary school students divided into two experimental groups: hybrid learning group (n=29) and virtual learning group (n=27). A hybrid model learning and a virtual learning model were designed for the study purposes. Data sources included a pretest and posttest for essay writing and a questionnaire for assessing pre and post-digital literacy skills. Results indicated statistically significant differences in favor of the students in the hybrid learning model with large effect sizes in all essay writing domains. In addition, the hybrid learning model positively improved the students' digital literacy skills compared to the virtual learning model. The findings were discussed, and implications and further research were recommended.

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The Effect of Teaching Writing Based on Flipped Classroom Model on Metacognitive Writing Awareness and Writing Achievements of Middle-School Students

Cited by 6 publications

References 50 publications

Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study

Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study

Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

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