Email this article 
Hide
Show all
A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays
Abstract
According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.
Keywords
Full Text:
PDFReferences
Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4(5), 65–81. Retrieved from http://www.eajournals.org/wp-content/uploads/Effect-Of-Flipped-Classroom-Model-on-Indonesian-EFL-Students’-Writing-Ability-Across-and-Individual-Differences-in-Learning.pdf
Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98–114. https://doi.org/10.17265/1539-8080/2016.02.003
Ajideh, P., Leitner, G., & Yazdi-Amirkhiz, S. Y. (2016). The influence of collaboration on individual writing quality: The case of Iranian vs. Malaysian college students. Journal of English Language Teaching and Learning, 17, 1–24. Retrieved from http://elt.tabrizu.ac.ir/article_4958_2d1abea04fc764847e84f5e86b902382.pdf
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28–37. https://doi.org/10.17718/tojde.72185
Benko, S. L. (2012). Scaffolding: An ongoing process to support adolescent writing development. Journal of Adolescent & Adult Literacy, 56(4), 291–300. https://doi.org/10.1002/JAAL.00142
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 120th ASEE Annual Conference & Exposition in Atlanta. Retrieved from www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/10.1016/j.jslw.2007.11.004
Bonnell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: George Washington University Press.
Cohen, A. D. (2012). Strategies: The interface of styles, strategies, and motivation on tasks. In S. Mercer, R. Stephen, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 136–150). Basingstoke, England: Palgrave Macmillan.
Cumming, A. (2001). Learning to write in a second language: Two decades of research. IJES, International Journal of English Studies, 1(2), 1–23. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/32148/1/Learning...Research.pdf
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. The IAFOR Journal of Education, 3(1), 171–186. Retrieved from http://files.eric.ed.gov/fulltext/EJ1100618.pdf
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Duigu, G. (2002). Essay writing for English tests. Cammeray NSW: Academic English Press.
Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in English language teacher education: A design-based study in a complex, open-ended learning environment. TESL-EJ, 19(2), 1–23. Retrieved from http://files.eric.ed.gov/fulltext/EJ1074707.pdf
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal Of Distance Education (Tojde), 18(2), 151–167. https://doi.org/10.17718/tojde.306566
Ellis, R. (2010). EPILOGUE: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71. Retrieved from llt.msu.edu/issues/october2010/elolaoskoz.pdf
Farah, M. (2014). The impact of using flipped classroom instruction on the writing performance of twelfth grade female Emirati students in the applied technology high school (ATHS). (Master’s thesis). The British University in Dubai (BUiD). Retrieved from https://bspace.buid.ac.ae/bitstream/1234/676/1/120088.pdf
Field, A. (2013). Discovering statistics using SPSS (4th ed.). London: Sage.
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 1–27). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hyland, K. (2009). Teaching and researching writing (2nd ed.). Harlow, UK: Pearson Education Limited.
Johnson, L. W., & Renner, J. D. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. (Doctoral dissertation). University of Louisville. Louisville, Kentucky. Retrieved from https://s3.amazonaws.com/academia.edu.documents/38862495/Flipped_Classroom.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1510424082&Signature=XOVPml8uXfHMhVMnN3n9e3N95cU%3D&response-content-disposition=inline%3B filename%3DEffects_of_Flipped_Classroom.p
Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9(4). Retrieved from http://www.asian-efl-journal.com/Dec_2007_ak.php
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57–71). Mahwah, NJ: Lawrence Erlbaum Associates.
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York, NY: Routledge.
Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108–119. https://doi.org/10.1017/S0261444812000390
Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201–213. https://doi.org/10.1002/tesq.153
Leis, A., Tohei, A. A., & Cooke, S. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(4), 37–51. https://doi.org/10.4018/IJCALLT.2015100103
Lin, W. C., & Yang, S. C. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88–103. Retrieved from http://files.eric.ed.gov/fulltext/EJ944900.pdf
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.). Handbook of second language acquisition (pp. 438–468). San Diego, CA: Academic Press.
Mackey, A. (2012). Input, interaction, and corrective feedback in L2 learning. Oxford, UK: Oxford University Press.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.
Muldrow, K. (2013). A new approach to language instruction: Flipping the classroom. The Language Educator, (November), 28–31. Retrieved from https://www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Nov13_Article.pdf
Nassaji, H. (2011). Correcting students’ written grammatical errors: The effects of negotiated versus nonnegotiated feedback. Studies in Second Language Learning and Teaching, 1(3), 315–334. https://doi.org/10.14746/ssllt.2011.1.3.2
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. https://doi.org/10.1080/02602931003786559
Nyikos, M., & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. The Modern Language Journal, 81(4), 506-517. https://doi.org/10.1111/j.1540-4781.1997.tb05518.x
O’Donoghue, T., & Clarke, S. (2010). Leading learning: Process, themes and issues in international contexts. Abingdon, Oxon: Routledge.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Oshima, A., & Hogue, A. (2014). Longman academic writing series: Essays (5th ed.). White Plains, NY: Pearson Education.
Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5th ed.). Berkshire, England: Open University Press.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Richards, J. C., & Renandya, A. W. (2002). Teaching writing. In J. C. Richards & A. W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 303–305). Cambridge, UK: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge, UK: Cambridge University Press.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49. Retrieved from https://pdfs.semanticscholar.org/daa3/b94cdc7b52b3381a7c7e21022a7a8c005f84.pdf
Saslow, J., & Ascher, A. (2012). Summit 1 (2nd ed.). New York, NY: Pearson Education.
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. https://doi.org/10.1016/j.jslw.2011.05.010
Shimamoto, D. (2012). Implementing a flipped classroom: An instructional module. In The Technology, Colleges, and Community (TCC) Worldwide Online Conference. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/22527/1/ETEC690-FinalPaper.pdf
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. D. P. G. Mayo (Ed.), Investigating tasks in formal language learning (pp. 157–177). London, UK.: Multilingual Matters.
Straye, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. (Doctoral dissertation). The Ohio State University. Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=osu1189523914&disposition=inline
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford, UK: Oxford University Press.
Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82–83. Retrieved from http://www.msuedtechsandbox.com/MAETELy2-2015/wp-content/uploads/2015/07/the_flipped_classroom_article_2.pdf
Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. L. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 41–52). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1–14. https://doi.org/10.1016/0346-251X(95)00049-P
Williams, J., & Severino, C. (2004). The writing center and second language writers. Journal of Second Language Writing, 13(3), 165–172. https://doi.org/10.1016/j.jslw.2004.04.010
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10(1), 15–25. https://doi.org/10.1016/j.iheduc.2006.10.005
Yamamoto, M., Umemura, N., & Kawano, H. (2018). Automated essay scoring system based on rubric. In R. Lee (Ed.), Applied computing & information technology. ACIT 2017. Studies in Computational Intelligence, vol 727 (pp. 177–190). Springer, Cham. https://doi.org/10.1007/978-3-319-64051-8_11
Zemack, D. E., & Rumisek, L. A. (2005). Academic writing: From paragraph to essay. Oxford, UK: Macmillan Education.
DOI: https://doi.org/10.7575/aiac.alls.v.9n.1p.5
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.