| تعداد نشریات | 24 |
| تعداد شمارهها | 903 |
| تعداد مقالات | 8,081 |
| تعداد مشاهده مقاله | 15,203,322 |
| تعداد دریافت فایل اصل مقاله | 12,847,689 |
The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 39، شماره 3.2، بهمن 2020، صفحه 35-65 اصل مقاله (923.07 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.38564.2900 | ||
| نویسندگان | ||
| Zeinab Moradi khazaee1؛ Hamid Reza Dowlatabadi* 1؛ Majid Amerian1؛ Jalil Fathi2 | ||
| 1English language and literature, Literature and humanities faculty, Arak University, Arak, Iran | ||
| 2University of Kurdistan | ||
| چکیده | ||
| To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group (F= 22.20, p = 0.000, partial eta squared = 0.35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= 51.67, p = 0.000, partial eta squared = 0.56). The findings have remarkable implications for L2 writing methodology. | ||
| کلیدواژهها | ||
| EFL Context؛ Flipped Classroom؛ Writing Performance؛ Writing Motivation | ||
| مراجع | ||
|
Abedi, P., Keshmirshekan, M. H., & Namaziandost, E. (2019). The comparative effect of flipped classroom instruction versus traditional instruction on Iranian intermediate EFL learners' English composition writing. Journal of Applied Linguistics and Language Research, 6(4), 43-56.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Retrieved from http://dx.doi.org/10.1080/07294360.2014.934336
Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30(3-4), 204-222. http://dx.doi.org/10.1080/09588221.2017.1301958
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.
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.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Alghasab, M. B. (2020). Flipping the writing classroom: Focusing on the pedagogical benefits and EFL learners' perceptions. English Language Teaching, 13(4), 28-40.
Allan, D. (2004). Oxford Placement Test. Oxford: Oxford University Press.
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.
Ary, D., L. C. Jacobs, C. Sorensen, & D. Walker. (2019). Introduction to research in education. (10th ed.). Boston, MA: Cengage.
Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16, 28–37.
Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21, 348–363. http://dx.doi.org/10.1016/j.jslw.2012.09.006
Buitrago, C. R., & Díaz, J. (2018). Flipping Your Writing Lessons: Optimizing Time in Your EFL Writing Classroom. In J. Mehring, & A. Leis, Innovations in Flipping the Language Classroom (pp. 69-91). Singapore: Springer. Retrieved from https://doi.org/10.1007/978-981-10-6968-0_6
Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11-24. Retrieved from https://doi.org/10.1177/1469787417693487
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press.
Csizér, K. & Tankó, G. (2017). English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation. Applied Linguistics, 38(3), 386–404. https://doi.org/10.1093/applin/amv033
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16–27. doi:10.1016/j.compedu.2014.07.004
Chen, N.S., Hsieh, S.W., & Kinshuk. (2008). Effects of short-term memory and content representation type on mobile language learning. Language Learning & Technology, 12(3), 93-113.
Chen Hsieh, J. S., Wu, W. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, doi:10.1080/ 09588221.2015.1111910
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, 313–335. doi:doi:10.1016/j.jslw.2004.07.001
Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped-classroom approach to language learning?. British Journal of Educational Technology, 49(1), 56-68.
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
Comber, D. P., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective. Higher Education Research & Development, 1-16. Retrieved from https://www.tandfonline.com/doi/full/10.1080/07294360.2018.1455642
Cukurbasi, B., & Kiyici, M. (2018). High School Students’ Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices. Educational Technology & Society, 21(2), 46–61.
Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351-367. Retrieved from https://doi.org/10.1016/j.chb.2017.06.029
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Education Technical Research Development, 61, 563–580.
Day, J.A., & Foley, J.D. (2006). Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transactions on Education, 49(4), 420_431.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dornyei, Z., & Otto ´, I. (1998). Motivation in action: A process model of L2 motivation. Thames Valley University Working Papers in Applied Linguistics, 4, 43–69. Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultiti.
Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 12-26.
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-Efficacy, and self-Regulation: A mixed-methods study. Research in Applied Linguistics, 10(2), 159-181.
Fathi, J., & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles, motivators, and maintenance. Education and Information Technologies, 1-21.
Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning, 1-39.
Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American journal of pharmaceutical education, 77(1).
Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1), 98-109.
Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. Retrieved from http://dx.doi.org/10.1016/j.chb.2016.01.032
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. Retrieved from http://dx.doi.org/10.1016/j.learninstruc.2016.07.001
Herrald, C.F., & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Hsieh, J. S., Wu, W. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21. Retrieved from https://doi.org/10.1080/09588221.2015.1111910
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154–167. doi:10.1017/S026144480999036X
Horowitz, E.K., Horowitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125_132.
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
Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 1-13.https://doi.org/10.1093/elt/ccx055
Judy Shih, H. C., & Huang, S. H. C. (2020). EFL learners’ metacognitive development in flipped learning: a comparative study. Interactive Learning Environments, 1-13.
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260-284.
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21, 390–403. http://dx.doi.org/10.1016/j.jslw.2012.09.003
Lai, H. M., Hsiao, Y. L., & Hsieh, P. J. (2018). The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching. Computers & Education, 124, 37-50. Retrieved from https://doi.org/10.1016/j.compedu.2018.05.013
Lai, C., & Hwang, G. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. doi:10.1016/j.compedu.2016.05.006
Lee, G. (2009). Speaking up: Six Korean students’ oral participation in class discussions in US graduate seminars. English for Specific Purposes, 28, 142–156. doi:10.1016/j.esp.2009.01.007
Lee, G. & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, doi:10.1002/tesq.372
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 (IJCALLT), 5(4), 37-51.
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1-10.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85.
Pallant, J. (2013). SPSS survival manual. New York: McGrow-Hill.
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 & Consumer Sciences, 105(2), 44-49.
Sasaki, M. (2011). Effects of varying lengths of study‐abroad experiences on Japanese EFL students' L2 writing ability and motivation: A longitudinal study. TESOL Quarterly, 45(1), 81-105. https://doi.org/10.5054/tq.2011.240861
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110. Retrieved from http://llt.msu.edu/ vol14num2/stockwell.pdf
Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of the classroom. In P. Hubbard, M. Schulze, & B. Smith (Eds.), Learner-computer interaction in language education: A Festschrift in honor of Robert Fischer. CALICO Monograph Series (pp.118-136). San Marcos, TX: CALICO.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171– 193. doi:10.1119/1.3369920
Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2019). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 1-12.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study. In Z. Dörnyei, & E. Ushioda, Motivation, language identity and the L2 self (pp. 66-97). Bristol: Multilingual Matters.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65.
Wen, Q. F. (2008). On the output-driven hypothesis and reform of English-skill courses for English majors. Foreign Language World, 2(2), 2-9.
Wigglesworth, G. & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21, 364–374. http://dx.doi.org/10.1016/j.jslw.2012.09.005
Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321–331. http://dx.doi.org/10.1016/j.jslw.2012.09.007
Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2019). Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning, 1-35.
Xiao, L., Larkins, R., & Meng, L. (2018). Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach. Innovations in Education and Teaching International, 1-13. Retrieved from https://doi.org/10.1080/14703297.2017.1415815
Xu, C., & Qi, Y. (2017). Analyzing pauses in computer-assisted EFL writing-A computer- keystroke-log perspective. Educational Technology & Society, 20(4), 24-34.
Ye, S. H., Hsiao, T. Y., & Sun, C. T. (2018). Using commercial video games in flipped classrooms to support physical concept construction. Journal of Computer Assisted Learning, 1-13. doi:DOI: 10.1111/jcal.12267
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. Retrieved from https://doi.org/10.1016/j.chb.2016.12.085
Zarrinabadi, N., & Ebrahimi, A. (2018). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching, 1-11. Retrieved from https://doi.org/10.1080/17501229.2018.1455688
Zemach, D. E. & Rumisek, L. A. (2003). Academic writing from paragraph to essay. Oxford: Macmillan.
Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127-1142.
| ||
|
آمار تعداد مشاهده مقاله: 810 تعداد دریافت فایل اصل مقاله: 1,110 |
||