THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS

• Authors: O. Qader Ramyar , Arslan Fadime Yalcin
• Languages of publication: EN

Abstracts

EN

The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.

Keywords

EN

Flipped Classroom Instruction; English as a foreign language; traditional instruction; writing skills

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2019
• Volume: 19
• Issue: 1
• Pages: 36-55

Contributors

author

O. Qader Ramyar

• Gaziantep University

author

Arslan Fadime Yalcin

• Gaziantep University

References

• Abu-Rass, R. (2001). Integrating reading and writing for effective language teaching. Forum, 39(1),30-33.
• Adedoja, G. (2016). Pre-service teachers’ challenges and attitude toward the flipped classroom. African Educational Research Journal, 4(1), 13-18.
• Alsamdani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Science, 16(1), 53-63.
• Ayoub, H. (2006). The analysis of errors made by Iraqi students in writing. Journal of College of Languages, 1(15), 1-16.
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Retrieved 1 January 2019 from https://books.google.com.tr/books/about/Flip_Your_Classroom.html?id=nBi2pwAACAAJ&redir_esc=y
• Bergmann, J., & Sams, A. (2014). Flipped learning: maximizing face time. T+D, 68(2), 28-31.
• Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria: VA: ASCD.
• Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Longman.
• Burns, M. (2013). Success, failure or no significant difference: Charting a course for successful educational technology integration. International Journal of Emerging Technologies in Learning, 8(1), 38-45.
• Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. Thousand Oaks, California: Sage Publications.
• Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage.
• Cuban, L. (1983). How did teachers teach, 1890-1980. Theory into Practice, 22(3), 159-165.
• Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
• 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.
• Ezzy, D. (2002). Qualitative Analysis: Practice and Innovation. Crows Nest: NSW: Allen & Unwin.
• Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3), 191-201.
• Glewwe, P., & Muralidharan, K. (2016). Improving school education outcomes in developing countries : Evidence, knowledge gaps, and policy implications. Handbook of the Economics of Education, 5, 653-743.
• Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A review of flipped learning. Flipped Learning Network. Retrieved 1 January 2019 from https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf
• Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts. Its role in contemporary education. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s Educational Theory in Cultural Context (pp. 65-82). Cambridge: Cambridge University Press.
• Kaufman, D. M. (2003). ABC of learning and teaching in medicine: Applying educational theory in practice. BMJ, 326(7382), 213-216.
• Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on english composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51.
• Marchionda H, Bateiha S, Autin M (2014). The effect of instruction on developing autonomous learners in a college statistics class. In K. Karp & A. Roth (Eds.), Using Research to Improve Instruction (pp. 45-54). Reston, UK: NCTM.
• Mehring, J. G. (2015). An Exploratory Study of the Lived Experiences of Japanese Undergraduate EFL Students in the Flipped Classroom. A Thesis in Learning Technologies (Doctoral’s Thesis). Malibu, California: Pepperdine University.
• Mireille, F. (2014). The Impact of using a Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (Aths). A Thesis in Teaching English to Speakers of Other Languages (Master’s Thesis). Dubai: The British University.
• Network, P. & T. F. L. (2013). Flipped learning professional development [online]. [Accessed 8 December 2013]. Available at: http://www.pearsonschool.com/flippedlearning.
• 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), 33-43.
• Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle& Heinle Publishers.
• Paola, B. (2011). Student Learning Tools. Retrieved 1 January 2019 from https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
• Pearson & The Flipped Learning Network. (2013). A review of flipped learning.[online]. Retrieved 8 December 2013 from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf.
• Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
• Sams, A., Bergmann, J., Daniels, K., Bennett, B., Marshall, H. W., & Arfstrom, K. M. (2014). The four pillars of F-L-I-P. Retrieved 1 January 2019 from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_han dout_FNL_Web.pdf.
• Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4
• Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
• Suter, W. N. (2006). Introduction to Educational Research: A Critical Thinking Approach. Thousand Oaks, California: Sage Publications, Inc.
• Walie, N., & Yahya, D. (2010). Managing language learning difficulties. Journal of Research Diyala Humanity, 46, 472-488.
• Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass.
• Zownorega, S. J. (2013). Effectiveness of Flipping the Classroom in a Honors Level, Mechanics-Based Physics Class. A Master’s Thesis in Natural Sciences Concentration in Physical Science (Master’s Thesis). Charleston, Il.: Eastern Illinois University.