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Extending the flipped classroom model: Developing second language writing skills through student-created digital videos

Engin, Marion (2014) Extending the flipped classroom model: Developing second language writing skills through student-created digital videos Journal of the Scholarship of Teaching and Learning, 14 (5). pp. 12-26.

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Abstract

This paper describes a project that aimed to leverage the students’ interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the “trustworthiness” of a peerproduced video tutorial.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Engin, Marionm.heron@surrey.ac.ukUNSPECIFIED
Date : December 2014
Identification Number : 10.14434/josotlv14i5.12829
Copyright Disclaimer : Copyright 2014 by The Trustees of Indiana University. Reproduced with permission from the Journal of the Scholarship of Teaching and Learning (JoSoTL)
Uncontrolled Keywords : flipped classroom, digital videos, peer teaching, meaningful learning, technology
Related URLs :
Depositing User : Melanie Hughes
Date Deposited : 24 Jan 2018 11:41
Last Modified : 24 Jan 2018 11:41
URI: http://epubs.surrey.ac.uk/id/eprint/845676

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