Flipped Learning for ESL Writing in a Sudanese School

Autor/inn/en	Abdelrahman, Limia Ali Mohamed; DeWitt, Dorothy; Alias, Norlidah; Rahman, Mohd Nazri Abdul
Titel	Flipped Learning for ESL Writing in a Sudanese School
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 16 (2017) 3, S.60-70 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Foreign Countries; English (Second Language); Writing (Composition); Second Language Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Video Technology; Homework; Learning Activities; Secondary School Students; Writing Skills; Student Attitudes; Program Effectiveness; Focus Groups; Interviews; Learner Engagement; Blended Learning; Student Satisfaction; Interaction; Pretests Posttests; Paragraph Composition; Sudan; Qatar + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Lernaktivität; Sekundarschüler; Writing skill; Schreibfertigkeit; Schülerverhalten; Interviewing; Interviewtechnik; Interaktion; Katar
Abstract	Sudanese students seem to lack proficiency in writing English. In addition, teachers continue to use traditional, teacher-centered methods in teaching English as a second language (ESL). The flipped learning (FL) approach where video lectures are assigned as online homework before class, followed by learning activities during class, might be able to address the issue of the lack of proficiency in writing. A module for teaching English paragraph-writing using FL for Sudanese students in Secondary Year 1 was developed. The purpose of this study is to investigate the effects of this module on students' writing proficiency and their satisfaction with the module. An exploratory-implementation study was conducted with 28 student volunteers in two groups, in which only one group used the module. The analysis of data collected from tests, focus group interviews and online interactions indicated that there was improvement in the students' writing proficiency, and satisfaction, based on their engagement and interaction, with the module. In future, further studies can be done to determine if the module which used the FL approach, could be implemented on a larger scale in Sudan, and extended for other topics in ESL in other countries. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01