Flipping the Academic Writing Classroom

2019 ◽  
pp. 1808-1836
Author(s):  
Steven Kirk ◽  
David Casenove
Keyword(s):  
Academic Writing ◽  
Flipped Classroom ◽  
English Language ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Flipped Learning ◽  
Video Content ◽  
Classroom Context ◽  
Writing Class ◽  
Primary Means

Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.

Flipping the Academic Writing Classroom

2016 ◽  
pp. 196-231
Author(s):  
Steven Kirk ◽  
David Casenove
Keyword(s):  
Academic Writing ◽  
Flipped Classroom ◽  
English Language ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Flipped Learning ◽  
Video Content ◽  
Classroom Context ◽  
Writing Class ◽  
Primary Means

Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices

scholarly journals The effectiveness of using scoring rubrics in academic writing to English-majored students

2020 ◽  
Vol 4 (4) ◽  
pp. 76-82
Author(s):  
Linh Hong Trinh
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
International Studies ◽  
Action Research Project ◽  
Writing Class ◽  
Scoring Rubrics ◽  
National University ◽  
Effective Use

English academic writing competences play such an integral part in students’ academic life. Nevertheless, students often deliver poor performances in academic writing class at university or have a great deal of difficulties in writing a composition. The paper presents the results from an action research project on the effectiveness of using scoring rubrics in teaching academic writing to English-majored freshmen in University of Languages and International Studies, Vietnam National University. 150 students coming from 6 different classes, all majoring in English language teaching or English language interpretation participated in this study. The article shows that after a semester using rubrics, the academic writing skills of students improved significantly with the increase in their grades also the decrease in the number of mistakes that they made during the writing process. However, there are still some certain hindrances to the use of rubrics in teaching and learning academic writing. Several recommendations are made concerning the effective use of scoring rubrics in academic writing class.

scholarly journals The Effective Integration of Flipped Classroom in ELT Contexts: A Review of Recent Literature

2021 ◽  
pp. 120-132
Author(s):  
Maryam Haghi
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
Recent Literature ◽  
English Language Teaching ◽  
Flipped Learning ◽  
Advantages And Disadvantages ◽  
Learning Contexts ◽  
Technological Tools ◽  
Teachers And Students

The emergence of new technological tools has affected and changed the realm of education to a great extent which has led many language practitioners to adopt gradual innovative steps in their teaching methods. Accordingly, flipped learning has been adopted and implemented in different contexts such as ELT. The purpose of this paper is to provide information regarding the definition of flipped learning, its recent literature, its advantages and disadvantages, and to focus on how to apply this approach in English language teaching and learning contexts. The review shows that this approach meets the principles of personalized learning, constructivism, and student-centered instruction which has brought many benefits for both teachers and students and clearly shows teachers’ and students’ roles have been significantly changed comparing with traditional methods of teaching and learning. The significance of this study lies in the fact that it has brought numerous insights and implications for ELT practitioners. The paper concludes with the recommendations in the literature on promoting flipped classroom environments in ELT teaching and learning contexts, which will help ELT teachers and practitioners who are thinking of implementing new technological tools in their teaching practices.

scholarly journals Students’ and Teacher’s Insight on the Flipped Classroom Model in Academic Writing Class

2020 ◽  
Vol 9 (3S) ◽  
pp. 101-105
Keyword(s):  
Academic Writing ◽  
Flipped Classroom ◽  
The Other ◽  
Flipped Learning ◽  
Learning Method ◽  
Face To Face ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Based Instruction

This study aims to investigate the insights of students and teacher in the implementation of online-based instruction with the Flipped Learning method applied in academic writing class, where students get material online from the teacher and study independently at home. Flipped classroom is basically a combination of e-learning and face-to-face instructional principles. This study involved Indonesian university students and 1 teacher who applied flipped learning method in an academic writing class. The result shows that students tend to like this method because it saves more time and the material can be repeated according to their needs. On the other hand, the teacher also likes the implementation of this method because students become more active in discussions with the knowledge they have gained prior to the class. However, students also admit that they are still unfamiliar with online learning platform used. The teacher also has difficulty in finding suitable teaching materials that can attract students' interests. However, in general, students and teacher both agree that the implementation of flipped learning in writing class is suitable.

The effects of prosody instruction on listening comprehension in an EAP classroom context

2021 ◽  
pp. 136216882199034
Author(s):  
Mark McAndrews
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Proficiency Tests ◽  
Prosodic Features ◽  
Classroom Context ◽  
Post Secondary ◽  
Listening Proficiency ◽  
Listening Instruction

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The current study tested these claims in the context of an English-for-academic-purposes (EAP) listening and speaking course. Sixty-four post-secondary learners of English were randomly assigned to one of two groups. In addition to their regularly scheduled listening activities, one group received 100 minutes of instruction for two prosodic features (paratone and prosodic phrasing), while the other group received an equal amount of product-oriented listening instruction. After the instructional treatment, learners in the prosody group outperformed those in the product-oriented group on comprehension of the target prosodic features, and on general listening proficiency tests. It is argued that short periods of instruction targeting prosodic features can improve the effectiveness of traditional product-oriented EAP listening instruction.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals A Discourse Analysis: Cohesion of the Introduction Section of Research Article

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anis Firdatul Rochma ◽  
Sulis Triyono
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
English Language Teaching ◽  
Research Articles ◽  
Semantic Meaning ◽  
Lexical Cohesion ◽  
Research Article ◽  
English Academic Writing ◽  
Writing Competence

<em>As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.</em>

scholarly journals COMMUNICATIVE REPERTOIRES USED BY STUDENTS WITH MULTICULTURAL BACKGROUNDS IN ESL WRITING CLASSROOM

2020 ◽  
Vol 8 (2) ◽  
pp. 835-843
Author(s):  
Firman Parlindungan ◽  
Lia Lisyati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Esl Writing ◽  
Teaching Culture ◽  
Teachers And Students ◽  
Additional Reference ◽  
Data Collections

Purpose of the study: The objective of this study is to describe the communicative repertoires used by students with multicultural backgrounds in an ESL writing classroom. We drew upon the notion of communicative repertoires and English as an International Language (EIL) to explain how gestures, turn-taking habits, and different dialects shaped the interaction among students during the process of English language learning. Methodology: The research method was a case study in which classroom observation, field notes, interviews, and documentation were carried out as the tools for data collections. The data were then analyzed qualitatively and were discussed within various perspectives from scholars in the related discipline to explain the findings of this study.   Main Findings: We found that the participants used some forms of communicative repertoires (i.e., gestures, turn-takings, and dialects) that are culturally-bound to their own heritage culture. Although the use of these traits was perceived differently among students, these communicative repertoires leveraged their English learning process situated within a dynamic bidirectional classroom interaction. Applications of this study: This study is applicable in a classroom in which students are from different cultural backgrounds. It might also be useful for a teacher who experiences teaching English for students who are culturally different from her/him. In a wider context, this study can be an additional reference for some areas of English Language Teaching (ELT) disciplines like teaching writing skills or teaching culture.  Novelty/Originality of this study: The findings suggest that English teachers and students need to recognize non-linguistic elements of interaction as tools to heighten the awareness of using the language for learning. The goal is not to achieve elegant language performance, but to widen opportunities in demonstrating communicative competences, so intelligibility can be achieved.

scholarly journals What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development

2021 ◽  
Vol 10 (1) ◽  
pp. 86-98
Author(s):  
Rizka Safriyani ◽  
Rakhmawati Rakhmawati ◽  
Lisanul Uswah Sadieda
Keyword(s):  
Academic Writing ◽  
Quantitative Research ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Qualitative And Quantitative ◽  
Teaching Context ◽  
Need Analysis ◽  
The World ◽  
Good Article

The development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. To strengthen the paper's quality, particularly in Indonesia, the students need a guideline on writing an academic article. This qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. Fifty students and thirty lecturers were involved in the interview, documentation, and survey. The result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. This study also suggested nine units of an Academic Writing Textbook needed by the students to produce a good article, namely  Introduction to Academic Article Writing, Strategies in avoiding plagiarism, Writing an introduction, writing a literature review, writing a research method, Presenting Findings and Discussion, Writing a conclusion, Tips on Referencing, choosing the title, and writing an abstract. These findings strengthen the previous studies, which states writing a conclusion of an academic article is challenging, particularly in the English Language Teaching context.

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