The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

Autor/inn/en	Altas, Ezgi Aydemir; Mede, Enisa
Titel	The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers
Quelle	In: Turkish Online Journal of Distance Education, 22 (2021) 1, S.66-88, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Altas, Ezgi Aydemir) ORCID (Mede, Enisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Flipped Classroom; Writing Achievement; Writing Improvement; Self Management; Student Motivation; Preservice Teachers; Undergraduate Students; Late Adolescents; English (Second Language); Second Language Instruction; Instructional Effectiveness; Advanced Courses; Writing Instruction; Video Technology; Lecture Method; Individualized Instruction; Feedback (Response); Private Colleges; Essays; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Selbstmanagement; Schulische Motivation; Halbstarker; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtserfolg; Fortgeschrittenenunterricht; Schreibunterricht; Individualisierender Unterricht; Privathochschule; Essay; Aufsatzunterricht; Ausland; Türkei
Abstract	The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28) and experimental group (N=27). The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01