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Article
Author(s)
Mervat Abd Elfatah Ali Said Ahmed
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DOI:10.17265/1539-8080/2016.02.003
Affiliation(s)
Oklt Alsqoor College of Science and Arts, Qassim University, Qassim, Saudi Arabia
ABSTRACT
This study aimed at investigating the effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. The study sample consisted of 60 students at Qassim University and was divided into two groups: 30 students for the experimental group and 30 students for the control group. The instruments of the study are an EFL writing test and a questionnaire to measure students’ attitude towards flipping. Students in both the experimental and the control group were pre-tested using the EFL (English as a Foreign Language) writing test. Then, the questionnaire was pre applied for the experimental group only before the experiment. After that the experimental group was taught using flipping while the control group was taught using the traditional method. Finally, students in both groups were post-tested using the EFL writing test while the questionnaire was post applied for the experimental group only. Results of the study showed that the experimental group outperformed the control group in the post-test of EFL writing. Second, there was statistically significant difference between the mean scores of the pre and post application of the questionnaire of the experimental group in favor of the post application. This difference can be attributed to using flipping.
KEYWORDS
flipping classroom, writing skill, English as a foreign language, students’ attitudes
Cite this paper
References
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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) (M.A. dissertation, Faculty of Education, The British University, Dubai, Emirates).
Murphree, D. S. (2014). “Writing wasn’t really stressed, accurate historical analysis was stressed”: Student perceptions of in-class writing in the inverted, general education, university history survey course. History Teacher, 47(2), 209-219.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
Pearson Education, Inc.. (2013). Flipped learning model dramatically improves pass rate for at risk students (case study). Retrieved from http://assets.pearsonschool.com/asset_mgr/current/201317/Clintondale_casestudy.pdf
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Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved November 14, 2012 from http://www.emeraldinsight.com/journals.htm?articleid=1532742&show=abstract
Robinson, P. (Ed.) (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.
Sharma, P. (2010). Blended learning. English Language Teachers Journal, 64(4). Retrieved December 5, 2013 from http://web.b.ebscohost.com.ezproxy.buid.ac.ae/ehost/detail?vid=8&sid=7b4a1e00-7d68-4726-b7cd-22dcf8f3068e%40sessionmgr198&hid=120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=53882568
Smith, R. (2008). Key concepts in ELT: Learner autonomy. ELT Journal, 62(4), 395-396.
Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
Talbert, R. (2012). Inverted classroom. Colleague, 9(1). Retrieved November 22, 2013 from http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7?utm_source=scholarworks.gvsu.edu%2Fcolleagues%2Fvol9%2Fiss1%2F7&utm_medium=PDF&utm_campaign=PDFCoverPages
Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advan in PhysiolEdu, 37(4), 316-320. doi:10.1152/advan.00091.2013
Wang, X. D., & Zhang, C. J. Z. (2013). The application research of flipped classroom in university teaching—A case study on professional English of educational technology. Modern Educational Technology, 8, 11-16.
Willey, K., & Gardner, A. (2013). Flipping your classroom without flipping out. Paper presented at 41 SEFI Conference, Leuven, Belgium.
Zohrabi, M. (2011). Enhancing learner autonomy through reciprocal approach to curriculum development, 4(3), 120-127. Retrieved October 17, 2012 from http://www.ccsenet.org/journal/index.php/elt/article/view/11882
Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Sciences, 3(9), 254-266.
Albert-Morgan, S. R., Hessler, T., & Konrad, M. (2007). Teaching writing for keeps. Educational Treatment of Children, 30, 107-128.
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.
Alonso, F., Lopez, G., Manrique, D., & Vines, J. (2005). An instructional model for web-based E-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217-235.
Assessment & Teaching of 21st Century Skills (ATC21S). (2012). 21st century skills. Retrieved from http://www.atc21s.org/
Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip. Retrieved from http://search.proquest.com/docview/1441087946?accountid=12206
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A questionnaire of the research. Paper presented at The American Society for Engineering Education, Atlanta, GA.
Bretzmann, J. (2013). Flipping 2.0: Practical strategies for flipping your class. NerBerlin, WI: The Bretzmann Group LLC.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Longman.
Bruce, C., Hughes, H., & Somerville, M. M. (2012). Supporting informed learners in the twenty first century. Library Trends 60(3), 522-545. Retrieved March 12, 2014 from Project MUSE Database.
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43.
Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction—An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Doman, M., & Webb, K. (2014). The flipped and non-flipped EFL classroom: 15 initial reaction from Chinese university students. Thai TESOL Journal, 27(1), 55.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 14-27. doi:10.1007/s11528-013-0698-1
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, 14(5), 12-26.
Flipping Learning Network. (2013). The flipped learning model: Executive Summary. Retrieved July 23, 2014 from http://www.flippedlearning.org/summary
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71. Retrieved from http://search.proquest.com/docview/1446438718?accountid=14691
Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221-244.
Garrison, D. R., & Anderson, T. (Eds.). (2003). E-learning in the 21st century: A framework for research and practice. London and New York: Routledge Falmer.
Green, S. (Ed.). (2000). New perspectives on teaching and learning. Great Britain: Cromwell Press.
Hughes, H. (2012). Introduction to flipping the college classroom. In T. Amiel and B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (2434-2438). Chesapeake, VA: AACE. Retrieved August 25, 2013 from http:// www.editlib.org/p/41097
Kemmer, B. (2011/2012). Blended learning and the development of student responsibility for learning: A case study of a “widening access” university. Widening Participation and Lifelong Learning, 13(3), 60-73.
Kurk, G., & Atay, D. (2007). Students’ writing apprehension. Journal of Theory and Practice in Education, 3(1), 12-13.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
Lee, S. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16(1), 111-136.
Lemmer, C. (2013). A view from the flip side: Using the “inverted classroom” to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105(4), 461-491.
Li, L. L. (2013). The application of flipping classroom model in English language teaching flipped classroom, model in English teaching. The Youth Writers, 20, 116-117.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), 301-309.
Magrath, C. P. (2003). The neglected “R”: The need for a writing revolution. Report on The National Commission on Writing in America’s Schools and Colleges. Retrieved from http://www.Writingcommission.org/prod_downloads/writingcom/neglectedr.pdf
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) (M.A. dissertation, Faculty of Education, The British University, Dubai, Emirates).
Murphree, D. S. (2014). “Writing wasn’t really stressed, accurate historical analysis was stressed”: Student perceptions of in-class writing in the inverted, general education, university history survey course. History Teacher, 47(2), 209-219.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
Pearson Education, Inc.. (2013). Flipped learning model dramatically improves pass rate for at risk students (case study). Retrieved from http://assets.pearsonschool.com/asset_mgr/current/201317/Clintondale_casestudy.pdf
Pearson & The Flipped Learning Network. (2013). The flipped learning model: Executive summary. Retrieved December 8, 2013 from http://researchnetwork.pearson.com/wp-content/uploads/ExecSummary_FlippedLearnig.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved November 14, 2012 from http://www.emeraldinsight.com/journals.htm?articleid=1532742&show=abstract
Robinson, P. (Ed.) (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.
Sharma, P. (2010). Blended learning. English Language Teachers Journal, 64(4). Retrieved December 5, 2013 from http://web.b.ebscohost.com.ezproxy.buid.ac.ae/ehost/detail?vid=8&sid=7b4a1e00-7d68-4726-b7cd-22dcf8f3068e%40sessionmgr198&hid=120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=53882568
Smith, R. (2008). Key concepts in ELT: Learner autonomy. ELT Journal, 62(4), 395-396.
Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
Talbert, R. (2012). Inverted classroom. Colleague, 9(1). Retrieved November 22, 2013 from http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7?utm_source=scholarworks.gvsu.edu%2Fcolleagues%2Fvol9%2Fiss1%2F7&utm_medium=PDF&utm_campaign=PDFCoverPages
Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advan in PhysiolEdu, 37(4), 316-320. doi:10.1152/advan.00091.2013
Wang, X. D., & Zhang, C. J. Z. (2013). The application research of flipped classroom in university teaching—A case study on professional English of educational technology. Modern Educational Technology, 8, 11-16.
Willey, K., & Gardner, A. (2013). Flipping your classroom without flipping out. Paper presented at 41 SEFI Conference, Leuven, Belgium.
Zohrabi, M. (2011). Enhancing learner autonomy through reciprocal approach to curriculum development, 4(3), 120-127. Retrieved October 17, 2012 from http://www.ccsenet.org/journal/index.php/elt/article/view/11882