The Flipped Pedagogy: Effects on the Grammatical Competence and Writing Skill of Basic Users of English

Valizadeh, Mohammadreza; Soltanpour, Fatemeh

doi:10.29333/iji.2020.13351a

Cited by 12 publications

(15 citation statements)

References 31 publications

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“…Students might get the difficulty in receiving the knowledge from the teacher resulting in their lack of understanding when exposed to ESS test. Albeit prior studies have portrayed the effectiveness of specific teaching strategies on students' grammar knowledge development (Albahuoth, 2020;Ismail, 2010;Safford, 2016;Valizadeh & Soltanpour, 2020), in the present study, we suggest situated and nuanced teaching approaches be enacted to help students develop their grammar repertoire.…”

Section: Discussionmentioning

confidence: 48%

Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

Sudarwati

Fatimah

Astuti

et al. 2021

lkw

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Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

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Section: Discussionmentioning

confidence: 48%

Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

Sudarwati

Fatimah

Astuti

et al. 2021

lkw

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show abstract

“…Unmotivated students can hardly learn anything, especially when that "thing" is an essential and demanding skill in the calibre of writing. As students are at present largely comprised of the so-called "millennials" and "Generation Z" (or Zoomers), enhanced automation infrastructure can be introduced to improve students' overall digital learning using the tools they are used to and are welcomed by them (Al-Ahdal, et al, 2014;Alfallaj and Al-Ahdal, 2017;Pimada, et al, 2020;Valizadeh and Soltanpour, 2020).…”

Section: Resultsmentioning

confidence: 99%

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Alkodimi¹,

Al-Ahdal²

2021

AWEJ

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Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

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“…Whilst flipped learning early adopters mostly came from the STEM field, the current situation demonstrated that flipped learning research and practices are also steadily emerged from the social science-education field. Precisely for this study, flipped language learning has shown that most of the research is in the English learners' settings (Luo et al, 2020;Su Ping et al, 2020;Valizadeh & Soltanpour, 2020;Xiao-Dong & Hong-Hui, 2020) and English Language Teaching (Altas & Mede, 2021). Siti Hajar Halili & Sumathy A/P Ramas (2018) conducted flipped training for Tamil language teachers in Malaysia's public primary schools.…”

Section: Area Of Study and Level Of Educationmentioning

confidence: 99%

Components for Flipped Malay Writing Instruction Module: A Systematic Literature Review

Mazlan¹,

Ambikapathy²,

Zulkefli³

et al. 2022

IJARBSS

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Language education sustainability necessitates more access to language abilities, which technology should facilitate and applies to the Malay language. The Covid-19 pandemic accelerates digital adoption in education. The restriction on spatial and time allows the flipped learning model -a hybrid approach to triumph within the limitation. This paper reports the systematic literature review on the flipped learning model components in education. We implement the Evidence-Informed Management Knowledge Review Protocol to guide our review. Six major themes emerged from the review -course and participants, online learning resources, online learning platform, face-to-face learning activities, assessment, and learning reflection platform. The findings substantially informed our next phase -the design of the flipped instructional module for Malay language writing.

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The Flipped Pedagogy: Effects on the Grammatical Competence and Writing Skill of Basic Users of English

Cited by 12 publications

References 31 publications

Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Components for Flipped Malay Writing Instruction Module: A Systematic Literature Review

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