INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION

• Authors: Arifani Yudhi , Asari Slamet , Anwar Khoirul , Budianto Langgeng
• Languages of publication: EN

Abstracts

EN

Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.

Keywords

EN

flipped instruction; collaborative writing; WhatsApp; cohesion

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2020
• Volume: 20
• Issue: 1
• Pages: 122-139

Contributors

author

Arifani Yudhi

• Universitas Muhammadiyah Gresik

author

Asari Slamet

• Universitas Muhammadiyah Gresik

author

Anwar Khoirul

• Universitas Muhammadiyah Gresik

author

Budianto Langgeng

• UIN Maulana Malik Ibrahim Malang

References

• Afrilyasanti, R., Cahyono, Y. B., & Astuti, P. U. (2016). Effect of a flipped classroom model on Indonesia EFL students' writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4(5), 65-81.
• Akcayir, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(1), 334-345. 10.1016/j.compedu.2018.07.021.
• Alzubi, A. A. F., & Singh, M. K. (2018). The impact of social strategies through smartphones on the Saudi learners' socio-cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31-40.
• Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3-20.
• Arifani, Y. (2019). The application of small WhatsApp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ, 20(1), 52-73.
• Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22.
• Baer, J. (2003). Grouping and achievement in cooperative learning. College Teaching, 51(4), 169-175.
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE national conference proceedings,30(9), 1-18.
• Brown, H. D. (2007). Principles of Language Learning and Teaching. New York: Pearson Longman.
• Carrow-Woolfolk, E. (1996). OWLS, Oral and Written Language Scales: Written Expression Scale: Circle Pines, MN: American Guidance Service.
• Castrillo, M. D., Barcena, E., & Martin Monje, E. (2014). New forms of negotiating meaning on the move: The use of mobile-based chatting for foreign language distance learning. IADIS International Journal of WWW/Internet, 12(2), 51-67.
• Chou, T.-L., & ChanLinh, L.-J. (2015). Autonomous ESL learning: "Read & Reflect in English". Procedia Social and Behavioral Sciences, 191, 357-360.
• Clark, C. (2006). Steps to Writing Well with Additional Readings. Boston: Monica Eckman Publishing.
• Cox, B. E., Shanahan, T., & Sulzby, E. (1990). Good and poor readers’ use of cohesion in writing. Reading Research Quarterly, 25(1), 47-65.
• Crumly, C., Dietz, P., & D’Angelo, S. (2014). Pedagogies for Student-Centered Learning: Online and On-Ground. Minneapolis, MN: Augsburg Fortress. doi:10.2307/j.ctt9m0skc.4
• Fooladvand, M., Yarmohammadian, M. A., & Zirakbash, A. (2017). The effect of cognitive and metacognitive strategies in academic achievement: A systematic review. New Trends and Issues Proceedings on Humanities and Social Sciences, 1, 313-22.
• 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.
• Enkvist, N. E. (1990). Seven Problems in the Study of Coherence and Interpretability. New York: Routledge.
• 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). Unpublished Doctoral Dissertation. Dubai, Uni Émirat Arab: The British University, Dubai.
• Farrell, T. S. C., & Jacobs, G. M. (2010). Essentials for Successful English Language Teaching. London: Continuum International Publishing Group.
• Ganbari-Taleb, M., Yousefi, Z., & Botlani, S. (2013). Cognitive strategies instruction: Attitudes toward learning and academic functioning in science. Bulgarian Journal of Science and Education Policy, 7, 104-120.
• Grabe, W., & Kaplan, R. B. (2014). Theory and Practice of Writing. Abingdon/New York, NY: Routledge.
• Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman Group.
• Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled “A Review of Flipped Learning.” Arlington, VA: Flipped Learning Network.
• Harmer, J. (2001). The Practice of English Language Teaching. Third Edition: Completely Revised and Updated. New York: Longman Publishing.
• Hazea, A. N., & Alzubi, A. A. (2016). The effectiveness of using mobile on EFL learners’ reading practices in Najran University. English Language Teaching, 9(5), 8-21.
• Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. DOI: 10.1080/09588221.2014.967701
• Hyland, F. (2000). ESL writers feedback: Giving more autonomy to students. Journal of Language Teaching Resarch, 4(1), 33-54.
• Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73. https://doi.org/10.1080/00405849909543834
• Hsieh, J. S. C., Wu, W. C. V., & Marek, M. W. (2017) Using the flipped classroom to enhance EFL learning, Computer Assisted Language Learning, 30(1-2), 1-21. DOI: 10.1080/09588221.2015.1111910
• 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.
• Liang, M.-Y. (2010). Using synchronous online peer response groups in EFL writing: Revision-related discourse. Language Learning & Technology, 14(1), 45-64.
• Lin, H.-C., & Hwang, G.-J. (2019). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8), 1011-1027.
• Ling, J. (2015). Application of flipped classroom in VB program design experiment teaching. Paper presented at the 3rd International Conference on Management, Education, Information and Control (MEICI 2015) Shenyang, China, May 25-31, 2015, pp. 1602-1606. https://dx.doi.org/10.2991/meici-15.2015.279
• Masouleh, N. S., & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning! International Conference on New Horizons in Education INTE2012. Procedia-Social and Behavioral Science, 55, 835-842.
• Maxinus, J. (2004). Model Pembelajaran Matematika Sekolah dengan Cara Perseorangan dan Kelompok Kecil. Surabaya: UNS.
• Muslem, A., Mustafa, F., Usman, B., & Rahman, A. (2017). The application of video clips with small group and individual activities to improve young learners’ speaking performance. Teaching English with Technology, 17(4), 25-37.
• Nouri, J. (2016). The flipped classroom: For active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 1-10.
• Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., & Hopkins, J. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. 4th WorldCALL Conference, Glasgow, 10-13 July 2013.
• Raja, N., & Saeed, A. (2012). The effectiveness of group work and pair work for students of English at undergraduate level in public and private sector colleges. Interdisciplinary Journal of Contemporary Research in Business, 4(5), 155-163.
• Sales, N. (2013). Flipped the classroom: Revolutionising legal research training. Legal Information Management. 13(4), 231-235.
• Shanklin, N. L. (1989). Test of Early Written Language (TEWL). Reading Teacher, 42(8), 630-631.
• Struthers, L., Lapadat, C. J., & MacMillan, D. P. (2013). Assessing cohesion in children’s writing: Development of a checklist. Assessing Writing, 18, 187-201.
• Sullivan, K., & Lindgren, E. (2002). Self-assessment in autonomous computer aided second language writing. ELT Journal, 56(3), 258-266. https://doi.org/10.1093/elt/56.3.258
• Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: The Southeast Asian Journal of English Language Studies, 23(3), 1-20. doi:http://doi.org/10.17576/3L-2017-2303-01