The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation مقالة

مؤلف: Moradi Khazaee، Zeinab ؛ Amerian، Majid ؛ Fathi، Jalil ؛

Teaching English as a Second Language Quarterly Autumn 2020, Volume 39 - Number 3.2 التصنيف الف (Ministry of Science/ISC (‎31 صفحة - من 35 إلی 65 )

الکلمات المفتاحية: EFL context Writing Performance flipped classroom Writing Motivation

خلاصة:

To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group (F= 22.20, p = 0.000, partial eta squared = 0.35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= 51.67, p = 0.000, partial eta squared = 0.56). The findings have remarkable implications for L2 writing methodology.

ملخص الجهاز:

The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation Zeinab Moradi Khazaee  Hamid Reza Dowlatabadi ** Majid Amerian *** English language and literature, Literature and humanities faculty, Arak University, Arak, Iran Jalil Fathi **** University of Kurdistan Abstract To explore the effectiveness of flipped instruction in influencing secondlanguage learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. Keywords: EFL Context, Flipped Classroom, Writing Performance, Writing Motivation Recent developments in technology, accompanied by new orientations in education, have resulted in the popularity of flipped instruction in second language (L2) education (Chen Hsieh, Wu, & Marek, 2017; Kim, Park, Jang, & Nam, 2017; Chuang, Weng, & Chen, 2018). Researchers maintain that by providing instructional materials in advance, FC fosters learners’ competence, increases the domain of classroom tasks, addresses individual differences, and encourages learners for cooperative learning (Chuang, Weng, & Chen, 2018; He, Holton, Farkas, & Warschauer, 2016). In order to investigate these hypotheses and to shed more light on the role of flipped instruction in influencing affective variables in language learning, the present study investigated the impact of flipping the classroom for an EFL writing course on Iranian students’ writing performance and writing motivation. In a study conducted at a South Korean university, Lee and Wallace (2018) compared the two groups of EFL learners taught either by a communicative language teaching approach or by a flipped instruction.

استلام ملف الإرجاع :
(پژوهیار, , , )

تحميل
تحميل HTML

رابط قصير:

صفحة:

دخول / الاشتراک

تحتاج الدخول لعرض محتوى المقالة. إذا لم تكن عضوًا ، فتابع من الجزء الاشتراک.

دخول