Ubiquitous Flipped Instruction and Iranian EFL Learners’ Writing Bolster
Subject Areas : Applied LinguisticsMarzieh Rezaei Khatouni 1 , Mohammad Javad Riasati 2 , Fatemeh Bahjat 3
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Shiraz Azad University
3 - English department, Azad university, Shiraz, Iran
Keywords: flipped instruction, ubiquitous learning, writing bolster,
Abstract :
Many researchers endeavor to solve the problems of modernizing education by rational combination of traditional methodologies with modern information and communication technologies. Against the background of the expanding use of online learning in education, also more recently flipped instruction, few of them investigated the effects of this
Collaborative learning on EFL learners’ writing. Fulfilling this gap is the ambitious goal of this study. This research was conducted on Iranian university students, ages 20-35, both males and females. Among many candidates, only 60 advanced students were chosen through written test by the teacher researcher. They were divided into two groups: control and experimental groups. In this study, a pre-test/post-test design was applied with two groups. After conducting the flipped instruction on the experimental group, the results showed a significant difference in the mean scores of post-test of the experimental group which was due to the effects of flipped instruction that made ubiquitous learning more palatable. However, there was not any significant difference in the mean scores of the post-test of the control group. In contrast to some limitations of the flipped instruction, this innovative approach brings good implications for EFL teachers to enhance learners’ writing skills.
Ahmed, A. (2016). Exploring inter-rater reliability in performance assessment. Assessment & Evaluation in Higher Education, 41 (3), 425-440. https://doi.org/10.1080/02602938.2015.1008985
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
Bergmann, J., Overmyer, J., & Wilie, B. (2012). The flipped class: Myths vs. reality. The Daily Riff. Retrieved from https://www.thedailyriff.com/articles/the-flipped-class-myths-vs-reality-844.php
Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/
Clark, R. E. (2012). Media are mere vehicles: The reloaded debate. New York, NY: Springer.
Davies, R., 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, 563–580.
Downes, T., & Bishop, P. (2012). Educators' perceptions, attitudes and practices: Blended learning in business and management education. Research in Learning Technology, 20 (2), 1-17. https://doi.org/10.3402/rlt.v20i0.19066
Dyson, A.H. (1995). Writing children: Reinventing the development of childhood literacy. Written Communication, 12, 4-46.
Farhadi, A., & Zarei, A. (2022). The impact of technology on language learning: A systematic review. Journal of Educational Technology, 4 (1), 15-28.
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6 (1), 63-71.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39 (8), 12-17.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A review of flipped learning. Flipped Learning Network. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/WhitePaper_FlippedLearning.pdf
Hughes, J. (2012). An introduction to flipped classroom. Retrieved from http://connectedprincipals.com/archives/7568
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. http://dx.doi.org/10.1080/09588221.2014.967701
Karimi, A., & Khodabandeh, F. (2020). The impact of peer feedback on writing performance in EFL classrooms: A meta-analysis. Language Teaching Research, 24 (1), 50-67. https://doi.org/10.1177/1362168820920841
Keene, K. (2013). Blended and flipping distance education. Distance Learning, 10(4), 63–69.
Kim, J., et al. (2014). Investigating the role of metacognitive strategies in the reading comprehension of Korean learners of English. System, 46, 151-164. https://doi.org/10.1016/j.system.2014.07.011
Kim, S., Jin, M., & Lim, K. Y. (2015). Research trends on flipped learning in South Korea. In S. Carliner, C. Fulford & N. Ostashewski (Eds.). Paper presented at the Proceedings of EdMedia 2015--World Conference on Educational Media and Technology. Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
Mahmoudi, A., & Amerian, M. A. (2021). The role of mobile applications in language learning: A systematic review. Computer Assisted Language Learning, 34 (1), 1-19. https://doi.org/10.1080/09588221.2018.1505057
Marshall, H., & DeCapua, A. (2013). Learning English for academic purposes: Teacher development and lesson planning. Routledge, New York, NY.
McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32(2), 207-224. https://doi.org/10.1016/j.system.2004.01.003
Milman, N. (2012). The flipped classroom strategy: What is it and how can it be used? Distance Learning, 9(3), 85–87.
Mirzaei, K., & Hosseini, S. (2017). The effectiveness of mobile-assisted language learning in vocabulary acquisition: A meta-analysis. ReCALL, 29 (2), 188-204. https://doi.org/10.1017/S0958344016000176
Muldrow, K. (2013). New approach to language instruction- Flipping classroom. The Language Educator, 11, 28-31.
Mulligan, C., & Garofalo, R. (2011). A collaborative writing approach: Methodology and student assessment. The Language Teacher, 35(3), 5-10.
Myhill, D., Jones, P., & Watson, A. (2013). Investigating the impact of formative assessment on EFL learners' writing performance: A longitudinal study. Language Testing, 30 (4), 567-589. https://doi.org/10.1177/0265532212467052
National Commission on Writing. (2004, September). Writing: A ticket to work…or a ticket out: A survey of business leaders. Retrieved May 3, 2005
Nguyen, L. T. C. (2015). Written fluency improvement in a foreign language. TESOL Journal, 6(4), 707-730. https://doi.org/10.1002/tesj.186
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.Available at: https://doi.org/10.14307/jfcs105.2.12.
Savaski, M. & Kaygisiz, S. (2018). One hand washes the other and both wash the face: Individuality versus collaboration in L2 writing. Eurasian Journal of Applied Linguistics, 5(1), 131–151. http://dx.doi.org/10.32601/ejal.543789
Siegle, D. (2014). Technology: differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51–55.
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Mountain View, CA: Innosight Institute.
Storch, N. (2013). Collaborative writing in L2 classrooms. London, England: Multilingual Matters.
Storch, N. (2018). Collaborative Writing. In J. I. Liontas, T. International Association & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. https://doi.org/10.1002/9781118784235.eelt0395
Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. Doctoral dissertation, The Ohio State University.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Yahya, S., Ahmad, E. A. & Jalil, K.A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using Information and Communication Technology, 6, (1), 117 -127.
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12. https://doi.org/10.1016/j.system.2018.04.009
