The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

Altas, Ezgi Aydemir; Mede, Enisa

doi:10.17718/tojde.849885

Cited by 27 publications

(37 citation statements)

References 31 publications

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“…In fact, the basic concept of face-to-face lectures remains the same as digital lectures. In a recent study, it was stated that flipped classroom approach did not reduce the effectiveness of the traditional teaching method (Altas & Mede, 2020). This proves that online lectures do not reduce the quality of student learning at all.…”

Section: Aspect 1 Planningmentioning

confidence: 98%

Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Triana

Nugroho

2021

IJEFL

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This paper provides essential information for lecturers and educational institutions to think creatively in teaching English via online. The rapid development of Information and Communication Technology (ICT) and the Covid-19 emergency made lecturers and educational institutions think harder than usual. Higher education has used a powerful learning pattern and strategic policy to overcome the problem namely structure and unstructured online learning platform. The research aimed to find what platform is suitable in higher education and how lecturers create particular activity using HOTs to make students to think creatively. It also underlined that this new platform provides useful options that not only offers material delivery features but also an interactive communication feature. There were selected 10 lecturers of ELT in higher education level being interviewed and separated into two group users of structured and unstructured digital learning models. The distribution was based on their experience on teaching English using both models. This study analyzed interviews with lecturers who are experienced in usage of structured and unstructured online Learning platform. The findings were discussed by resuming and then drawing the conclusion through interpreting the findings. The findings from these data illustrated that these new learning patterns had a significant impact on students' cognitive and psychomotor abilities. Moreover, this model also significantly affected institution quality control.

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Section: Aspect 1 Planningmentioning

confidence: 98%

Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Triana

Nugroho

2021

IJEFL

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“…According to the facts, through the use of mastered knowledge and effective reasoning, the problem of M can be solved [14].…”

Section: Artificial Intelligencementioning

confidence: 99%

Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

Wang

2021

Mobile Information Systems

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Information technology has become an important carrier for the implementation of flipped classrooms, giving full play to the role of modern education technology and transforming the traditional classroom teaching form into an important form in today’s education reform. This article mainly studies the simulation of the flipped classroom model of listening and speaking teaching for English majors based on artificial intelligence. A total of 31 English majors were selected for the experiment, including 7 boys and 24 girls. After obtaining the consent of school leaders and teachers, 16 weeks of experimental teaching were carried out in the class. The experimental subjects had not been exposed to the flipped classroom teaching mode before the start of the experiment, and they were willing to participate in this experiment. After the phased flipped classroom teaching mode was carried out in the experimental class, the teaching objects in the experimental class were selected in the form of interview questionnaires to understand students’ attitudes and acceptance of the flipped classroom teaching mode in English listening and speaking classes. Adjust and improve the poststage flipped classroom teaching model to provide reference. During the experiment, the control class adopted the multimedia courseware-assisted oral teaching method and, in the experimental class, flipped the classroom oral teaching mode. Teachers integrate resources when preparing lessons to design flip-flop classroom oral English teaching, and teachers guide students to use the internet to search for resources and preview independently. The average value of the English self-management learning ability of the students of this major was 27.48 points before the experiment started. After passing the experiment, the score increased to 38.90 points, and the average value increased significantly (t = −20.189, P < 0.01 ). A comparatively complete comparison of English listening and speaking teaching results was carried out. Before the implementation of the flipped classroom, the students’ average professional English score was 76.23 points, and the average score after the launch was 84.39 points. The overall average score increased by 8.16 points. With regard to students’ English learning scores, there has been some improvement. The results show that, through the implementation of flipped classrooms, students have exercised their ability to self-manage their learning and strengthened their ability to make learning plans, implement them, and reflect on the effectiveness of learning.

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“…This review of the small body of literature combining SRL and MW shows the mixture of correlational studies that examined relations between SRL and writing performance/quality (Farsani et al, 2014;Zhang, 2016, 2018;Han et al, 2021), four intervention studies reporting on students' writing quality and some SRL skills (Fathi and Feizollahi, 2020;Teng and Zhang, 2020;Altas and Mede, 2021;Chen et al, 2021), or proposed untested SRL writing programs/instructional practices (Oxford, 2011;Andrade and Evans, 2013). While these lines of research contribute to our understanding of how SRL associates with MW and four intervention studies provide initial evidence of improvement in MW and SRL skills, they do not provide conclusive results on how SRL writing instructional methods work in authentic settings.…”

Section: Introductionmentioning

confidence: 99%

“…Although research has shown that SRL is associated with improved performance by native speakers of English across disciplines and age-groups (Graham, 2006;De Corte et al, 2011;Kitsantas and Kavussanu, 2011;Tonks and Taboada, 2011), research on the usefulness of SRL instruction in developing scholarly writing skills in college students, especially ELs, is scarce and under-developed. A small number of scholars have recognized the importance of SRL in developing writing skills of ELs (Oxford, 2011;Andrade and Evans, 2013;Teng and Zhang, 2016, 2018Fathi and Feizollahi, 2020;Altas and Mede, 2021;Han et al, 2021). Research shows that the SRL processes that occur during writing by ELs are similar to those of native speakers.…”

Section: Introductionmentioning

confidence: 99%

“…A handful of scholars conducted the quasi-experimental intervention studies measuring undergraduate students' gains in multilingual writing and SRL skills (Fathi and Feizollahi, 2020;Teng and Zhang, 2020;Altas and Mede, 2021;Chen et al, 2021). For instance, Chen et al (2021) conducted a quasi-experimental study with undergraduate students (n = 102), targeting the revision instruction of the Self-Regulated Strategy Development (SRSD; Harris et al, 2011) in control, SRSD + genre-specific criteria, and SRSD + generic criteria conditions.…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Writing of English Learners: Intervention Development

Akhmedjanova

Moeyaert

2022

Front. Educ.

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The goal of this study was to develop and test an intervention in order to improve academic writing and SRL skills of English learners (ELs). ELs are well-represented across university and college campuses in the United States. While most of them thrive academically and receive their undergraduate and graduate degrees, a majority of ELs experience difficulties with academic writing such as limited English proficiency levels and opportunities to practice academic writing. Therefore, there is a need to develop and examine evidence-based interventions to promote the development of academic writing skills of ELs. One promising line of research involves adding instruction in self-regulated learning (SRL) to writing courses. In this study, the SRL writing intervention was delivered as a one-credit semester-long course taught at a medium research university. A mixed-methods research design, combining single case quasi-experimental design to collect quantitative data and focus group interviews to collect qualitative data, was used with undergraduate ELs (n = 8) from Southeast Asia. The results of this study revealed that the SRL writing intervention had a small positive effect on the quality of students’ persuasive writing skills, but no effect on students’ SRL skills. Focus group interviews suggested that students appreciated learning about SRL skills, but found the SRL journal confusing and frequent. These findings suggest that both writing and SRL skills are teachable, but may require more time and adjustments to the teaching and learning methods employed in the study. Recommendations for the development of the improved intervention are also provided.

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The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

Cited by 27 publications

References 31 publications

Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Artificial Intelligence-Based Simulation Research on the Flipped Classroom Mode of Listening and Speaking Teaching for English Majors

Self-Regulated Writing of English Learners: Intervention Development

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