The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation

Challob, Ala’a Ismael

doi:10.1007/s10639-021-10434-1

Cited by 43 publications

(34 citation statements)

References 27 publications

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“…In recent years, there has been an increasing interest in the implementation of flipped learning in various educational settings (e.g., Bauer-Ramazani et al, 2016 ; Challob, 2021 ; Ekici, 2021 ; Mamum et al, 2021 ; Meyliana et al, 2021 ; Tanner & Scott, 2015 ). According to its broad definition, flipped learning is “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network, 2014 , P.1).…”

Section: Introductionmentioning

confidence: 99%

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Chai

Wang

2022

Educ Inf Technol

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Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers’ technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers’ TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers’ TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers’ learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers’ pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers’ pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.

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Section: Introductionmentioning

confidence: 99%

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Chai

Wang

2022

Educ Inf Technol

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“…In order to enhance learners' writing skill and autonomy, as the two communicative and pedagogical elements in language learning, various approaches are presented to provide the learners with an environment in which they can practice and learn the language and experience different contexts [8,[17][18][19][20]. e idea underlying learner autonomy is based on the philosophy that if the students are encouraged toward decision making, goal setting, and reflecting in their process of learning, they, eventually, become more enthusiastic and purposeful about their learning and, consequently, learning can be more enjoyable, focused, and fruitful to them [21,22].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

Biglari

Izadpanah

Namaziandost

2021

Education Research International

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The portfolio assessment is a purposeful and systematic collection of students’ work that is intended to show progress over time. The researchers employed the Oxford quick placement test, autonomy questionnaire, and topic-based paragraph writings as the pretest and posttest. The design of the study was quasiexperimental. To this end, researchers chose 120 learners with the convenience sampling method, which were 60 learners at the upper-intermediate and 60 learners at the advanced level. Participants were divided into two homogeneous groups (30 learners) such that there were two groups at the upper-intermediate level and two groups at an advanced level as experimental and control groups. A piloted writing pretest was given to both groups before the treatment. The experimental group had received the treatment of four writing tasks to perform. In order to address the research questions, descriptive statistics and covariant analysis were used. Based on the results achieved from the first research question, portfolio assessment has a positive significant effect on Iranian EFL learners’ autonomy on both upper-intermediate and advanced levels. The results also indicated that portfolio assessment has a positive significant effect on Iranian EFL learners’ writing skills on both upper-intermediate and advanced levels.

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“…The result of the post-test showed that the experimental group performed better than the control group. Challob (2021) examined the effect of flipped learning on EFL students' writing performance, autonomy, and motivation. He concludes that flipped learning made the learning environment user-friendly and collaborative.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2022

IJELT

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This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1-Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.

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The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation

Cited by 43 publications

References 27 publications

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

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