scholarly journals A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 9 (1) ◽  
pp. 5 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Collaborative Writing ◽  
Instructional Materials ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
Significant Change ◽  
Argumentative Essays

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

scholarly journals The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 7 (3) ◽  
pp. 125 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Experimental Treatment ◽  
Control Treatment ◽  
Efl Learners ◽  
Significant Difference ◽  
Paper Form ◽  
Quasi Experimental ◽  
The Difference ◽  
Argumentative Essays

This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

The application of small group and individual flipped model with WhatsApp to foster EFL learners’ cohesive writing skill

2019 ◽  
Vol 36 (4) ◽  
pp. 10-12
Author(s):  
Yudhi Arifani
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Control Group ◽  
Content Type ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
The Mean ◽  
Instruction Model

Purpose The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities. Design/methodology/approach A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test. Findings The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing. Originality/value Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

scholarly journals The influence of the Kinesio Taping on selected ultrasonography measurements, and quality of life in patients with rotator cuff lesions

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Aneta Bac ◽  
Magdalena Wróbel ◽  
Katarzyna Ogrodzka-Ciechanowicz ◽  
Edyta Michalik ◽  
Anna Ścisłowska-Czarnecka
Keyword(s):  
Quality Of Life ◽  
Rotator Cuff ◽  
Statistical Significance ◽  
Control Group ◽  
Subacromial Space ◽  
Kinesio Taping ◽  
Significant Difference ◽  
Rotator Cuff Lesions ◽  
Significant Change

Abstract The assessment of the six-week influence of Kinesio Taping combined with a rehabilitation on selected ultrasonography measurements, the level of disability, and the quality of life in patients with rotator cuff lesions. 60 participants were randomly assigned into a taping group (KT combined with a six-week rehabilitating protocol) and a control group (only rehabilitation protocol). In all patients the following assessments were performed twice: USG, UEFI and NHP questionnaires. In the examination of the subacromial space and the subacromial bursa in the taping group, no statistical significance was observed. A statistically significant change in the thickness of the muscles was obtained only for the thickness of the infraspinatus in the taping group. A statistically significant change was obtained in the assessment of tendinopathy only for the supraspinatus muscle in both groups. Within both groups a statistically significant difference was observed in the average UEFI and NHP scores; however, the differences in the scores obtained between the groups were not statistically significant. The use of KT with a rehabilitation program did not yield statistically significantly better results in the improvement of selected shoulder region indicators, the function of the upper limb and the quality of life.

scholarly journals Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254478
Author(s):  
May Nak Lau ◽  
Yasmin Kamarudin ◽  
Nor Nadia Zakaria ◽  
Saritha Sivarajan ◽  
Norhidayah @ Nor Zahidah Mohd Tahir ◽  
...  
Keyword(s):  
Crossover Study ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Dental Students ◽  
Orthodontic Wire ◽  
Perceived Satisfaction ◽  
Significant Difference ◽  
Live Demonstration ◽  
Students Satisfaction

Flipped classroom may overcome weaknesses of live demonstration in teaching orthodontic wire-bending. This study aims to compare the effectiveness between flipped classroom and live demonstration in transferring skills for fabricating Adams clasp. Forty third-year undergraduate dental students were assigned to two groups. The students in group LD (n = 20) attended a live demonstration while students in group FC (n = 20) attended a flipped classroom. Both groups were taught on skills to fabricate Adams clasp in a standardised way. Each student from both groups were asked to submit an Adams clasp for a blinded quality assessment by two trained and calibrated assessors using a 18-item rubric, followed by validated students’ satisfaction questionnaires to evaluate their perceived satisfaction on the teaching method received. A crossover study was then conducted three weeks later where LD attended a flipped classroom while FC attended a live demonstration. Students’ satisfaction questionnaires were again collected from each student for blinded analysis. Mean scores for the quality of Adams clasp were 9.775 and 9.125 for LD and FC, respectively. No significant difference was detected between the two groups. Statistically significant association was found for one statement on the questionnaire, “I found the classroom arrangements conducive for the wire-bending activity” (p = 0.010). No significant differences were found between the two groups for other statements (p > 0.05). In conclusion, within the limitations of the study, flipped classroom is equally effective as conventional live demonstration in transferring orthodontic wire-bending skills for fabrication of Adams clasp. However, students perceived the classroom arrangements during the flipped classroom significantly more conducive for teaching orthodontic wire-bending.

Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia

2018 ◽  
pp. 115-131
Author(s):  
Katherine Carter ◽  
Michelle Maree ◽  
Geoffrey Shakwa
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Development Programs ◽  
Interpretive Paradigm ◽  
Impact Of Technology

Few studies have examined the use and impact of technology in professional development programs in higher education. The purpose of this chapter is to explore the significance of technology as a tool for professional development in a postgraduate program in higher education in Namibia. Framed in the interpretive paradigm, the study adopted a qualitative approach. Data were collected through an open-ended qualitative questionnaire distributed to participants in the first four weeks of the postgraduate program and a second time six months afterwards. The findings reveal that the use of the flipped classroom approach and the use of the reflective e-portfolio enhance the quality of teaching and learning in the delivery of the postgraduate program as well as in the participants' teaching practice.

Research on Small Group Writing Activities Compared to Individual Flipped Model Through WhatsApp

2022 ◽  
Vol 17 (3) ◽  
pp. 1-10
Author(s):  
Yudhi Arifani
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
English Language ◽  
Design Method ◽  
English Language Teaching ◽  
Control Group ◽  
Flipped Instruction ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Instruction Model

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.

scholarly journals The Effect of Using Conjunction as Cohesive Device on the Undergraduates’ Quality of Writing in Argumentative Essays of Jordanian EFL Learners

2020 ◽  
Author(s):  
Rawhi Yousef Salman Al Shamalat ◽  
Che An Binti Abdul Ghani
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Mixed Method Research ◽  
Writing Quality ◽  
Efl Learners ◽  
Cohesive Devices ◽  
Efl Students ◽  
Argumentative Essays ◽  
Mu'tah University

The goal of this research was to investigate the effect of use conjunctions on the overall quality of argumentative writing of Jordanian English as foreign language (EFL) learners. This mixed-method research included sixty (n=60) undergraduate students at the Department. of English Language and Literature at Mu’tah University in Jordan. The participants of the research were selected using purposive sampling method. The data of the research were collected using written essays and interviews. The data was analyzed using SPSS. The data was collected using analytical scale Jacob et al., (1981) to measure the quality of argumentative essays. The result of this research showed that there was a weak negative but irrelevant correlation between writing quality and the frequency of conjunctions as cohesive devices. This correlation indicates that the frequent and general use of devices in the writing of Jordanian students did not contribute to the quality of the writing under any conditions. Also the finding revealed that there is an extremely negative but irrelevant correlation between the use of conjunctions devices by Jordanian EFL students and their writing quality. Therefore, the correlation was negative and insignificant for Jordanian EFL students. More specifically, the result shows that the frequencies of conjunctions were not found as an indicator of good writing quality for Jordanian EFL students. This research is significant for providing a considerable number of pedagogical implications for further research that will offer great contribution to the field of teaching writing in EFL setting in Jordan in particular and English as second language (ESL) context in general. Moreover, the research has shown a better understanding of cohesive devices / conjunctions by Jordanian EFL students at Mu’tah University.

scholarly journals The Analysis of Argument-Counterargument Structure in Chinese EFL Learners’ Argumentative Writing

2017 ◽  
Vol 7 (3) ◽  
pp. 121 ◽  
Author(s):  
Fangyuan Du
Keyword(s):  
Argument Structure ◽  
Claim Data ◽  
The Other ◽  
Efl Learners ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Chinese University ◽  
Argumentative Essays ◽  
Essay Quality

This study aims to analyze argument-counterargument structure of English argumentative essays written by Chinese EFL university students, based on the adapted Toulmin’s (2003) model of the argument structure constituting four elements (i.e. claim, data, counterargument and rebuttal). It also measures whether there is a correlation between the use of counterargument structure and the participants’ overall essay quality assessed by an online AWE (Automated Writing Evaluation) program. Three hundred and ninety students with various majors in a Chinese university submitted their argumentative essays in English online. The results demonstrated that half of the participants developed a one-sided model of argumentation while the other half of them used argument-counterargument structure in their essays. The participants’ use of counterarguments affected the overall quality of their essays. Pedagogical implications of these findings are also discussed.

scholarly journals Exploring Topic Effect on Syntactic Complexity of English Writings

2019 ◽  
Vol 9 (3) ◽  
pp. 98
Author(s):  
Bi Zhou
Keyword(s):  
Native Speakers ◽  
Production Unit ◽  
Syntactic Complexity ◽  
Complexity Measures ◽  
Efl Learners ◽  
Four Dimensions ◽  
Significant Difference ◽  
Argumentative Essays

This paper aims to explore topic effect on syntactic complexity in Chinese EFL learners&rsquo; and English native speakers&rsquo; writings. To this end, the paper examined 600 argumentative essays on two topics, using 14 measures of syntactic complexity to investigate whether there is significant difference in topic effect on EFL writings and ENS writings. Four dimensions are included in these 14 syntactic complexity measures, which are length of production unit, amount of subordination, amount of coordination and degree of phrasal sophistication. Results showed strong topic effect on both Chinese EFL writers and ENS writers in terms of length of production unit and particular structure. The topic effect differs in amount of coordination in that the Chinese EFL group produced different amount of coordination in the two topics, while the ENS group did not show significant difference in this aspect.

scholarly journals Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners

2020 ◽  
Vol 1 (2) ◽  
pp. 16
Author(s):  
Ehsan Namaziandost ◽  
Meisam Ziafar ◽  
Leila Neisi
Keyword(s):  
Flipped Classroom ◽  
Classroom Technology ◽  
Physical Sciences ◽  
Student Centered ◽  
Efl Learners ◽  
Students Attitudes ◽  
Communicative Abilities ◽  
Classroom Time ◽  
Engaging Student

Flipped classroom is an engaging, student-centered approach that has been built to enhance the quality of the classroom time. Generally speaking, this approach, whose implementations are performed mostly in physical sciences, has also recently attracted the attention of educators and scholars in various disciplines. Flipped classroom technology is an advancement that helps learners to enhance engagement, increase motivation and develop their communicative abilities. The current study aimed to examine Iranian advanced EFL learners’ attitudes toward using flipped classroom model. To fulfil this objective, 80 advanced EFL learners answered an attitude questionnaire after 10 sessions instructed in a flipped classroom. After collection the data and analyzing them, the results indicated that the learners’ attitude toward using flipped classroom was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences.

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