Students' Perceptions of Flipped Classroom-Mediated Task: Insights from an Indonesian Post-Earthquake EFL Writing Pedagogy

Autor/in	Husnawadi
Titel	Students' Perceptions of Flipped Classroom-Mediated Task: Insights from an Indonesian Post-Earthquake EFL Writing Pedagogy
Quelle	In: Teaching English with Technology, 21 (2021) 1, S.8-28 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Student Attitudes; Teaching Methods; Flipped Classroom; Natural Disasters; Second Language Learning; Second Language Instruction; English (Second Language); Task Analysis; Action Research; Essays; Barriers; Writing Instruction; Instructional Effectiveness; Technology Integration; Foreign Countries; High School Students; Student Centered Learning; Goal Orientation; Indonesia + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Flipped classrooms; Flip teaching; Inverted teaching; Natural disaster; Naturkatastrophe; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Projektforschung; Essay; Aufsatzunterricht; Schreibunterricht; Unterrichtserfolg; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Zielorientierung; Zielvorstellung; Indonesien
Abstract	Despite its positive impact on students' learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students' learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret's and Ortega's (2014) technology-mediated task framework, aimed to garner students' perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01