Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes

Abstract

Flipped learning models are considered as important elements of English as a foreign language (EFL) writing courses in order to advance the EFL learners' writing skills. Significantly, studies examining the efficacy of in-class and out-of-class writing models in flipped classroom settings when teaching online EFL writing courses are still of focus in the Turkish Cypriot context. This investigation aimed to examine the most efficient flipped learning model among the in-class vs. out-of-class writing models for the purpose of helping instructors to advance their EFL learners' writing achievement in an online writing setting. In addition, this study sorted to reveal the EFL learners' perceptions toward learning writing through in-class and out-of-class flipped learning writing models. A mixed methods research design was applied to achieve the aforementioned aims. Twenty-eight EFL learners studying at a private university's English Language Teaching department constituted the participants of this study. As the findings pointed out, the EFL learners in group A who wrote their essays in-class outperformed those in group B, who wrote their essays out-of-class. Moreover, it was found that the majority of the participants had more positive perceptions toward the in-class flipped classroom writing model. This study highlights that, better learner performances are achieved when the learners write during the class session online with the support of the instructor when implementing a flipped classroom model to teach EFL writing.

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

“…Metacognition is both the basis and the result of the development of the intellectual and creative potential of the individual, including the younger student (Fleur, et al, 2021). Psychological, neurophysiological, and social characteristics of younger schoolchildren provide significant advantages for starting to learn a foreign language, since at this age children absorb linguistic features indirectly, through the development of a system of thinking skills (Gutierrez de Blume et al, 2023;Fu et al, 2023;Sengul et al, 2022). Moreover, the effectiveness in this case is very conditional, since the effectiveness of the development of metacognitive skills in a particular case can be revealed by a formalized assessment.…”

“…Numerous studies prove that multilingual education contributes to the intensification of mental development, especially when solving tasks that require originality of thinking and intellectual flexibility, based on interdisciplinary knowledge (Nijiati et al, 2020;Zhang and Zhang 2019;Lin et al, 2021;Sengul et al, 2022;Yamada 2018). Psychological, neurophysiological, and social characteristics of younger schoolchildren provide significant advantages for starting to learn a foreign language, since at this age children absorb linguistic features indirectly, through the development of a system of thinking skills (Karabulatova et al, 2013).…”

Flipped classroom writing instruction: Investigating the moderating effect of EFL students’ resilience

“…Various studies have explored the impact of FC on students' writing skills. Research has demonstrated that it effectively supports students in adopting the process writing approach, accommodating diverse learning styles (Sengul et al, 2022). Baranovic (2013) Studies by Abedi et al (2019), Florence (2020), Gürlüyer andElkılıç (2020), andIndayani et al, (2022) examined the impact of FC on EFL learners' writing sub-skills.…”