THE FLIPPED WRITING CLASSROOM IN TURKISH EFL CONTEXT: A COMPARATIVE STUDY ON A NEW MODEL
By Emrah Ekmekçi. 2017
146 citations recorded by the source corpus.
Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates their learning. The current study explores the impact of flipped instruction on students’ foreign language writing skill which is often perceived as boring, complex and difficult by English as a Foreign Language (EFL) learners. The study compares flipped and traditional face-to-face writing classes on the basis of writing performances. Employing a pre- and post-test true experimental design with a control group, the study is based on a mixed-method research. The experimental group consisting of 23 English Language Teaching (ELT) students attending preparatory class were instructed for fifteen weeks through Flipped Writing Class Model while the control group comprising 20 ELT preparatory class students followed traditional face-to-face lecture-based writing class. Independent and paired samples t-tests were carried out for the analyses of the data gathered through the pre-and post-tests. The results indicated that there was a statistically significant difference between the experimental and control groups in terms of their writing performances based on the employed rubric. It was found that the students in the experimental group outperformed the students in the control group after the treatment process. The results of the study also revealed that the great majority of the students in the experimental group held positive attitudes towards Flipped Writing Class Model.
Subfields: Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/d626712c8bd2a504d875f500bb37a640b602e633
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Citations in the corpus
- Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “More specifically, studies have focused on the role of flipped classroom in writing performance of EFL students (Ebadi, Rahimi, & Harati, 2017; Ekmekci, 2017; Su Ping, Verezub, Adi Badiozaman, & Chen, 2020; Wu, Yang, Scott Chen Hsieh, & Yamamoto, 2020; Zou & Xie, 2019).”
- Flipped classroom in English language teaching: a systematic review (2020, methodology): “In addition, of the many studies into the flipped classroom method, only a few were conducted in EFL 592 Z. TURAN AND B. AKDAG-C_IMEN courses, which requires more research to be undertaken in that area (Amiryousefi, 2017; Çetin K€oro glu & Çakır, 2017; Ekmekci, 2017; Mehring, 2016).”