Individual or Collaborative "WhatsApp" Learning? A Flipped Classroom Model of EFL Writing Instruction

Autor/inn/en	Arifani, Yudhi; Asari, Slamet; Anwar, Khoirul; Budianto, Langgeng
Titel	Individual or Collaborative "WhatsApp" Learning? A Flipped Classroom Model of EFL Writing Instruction
Quelle	In: Teaching English with Technology, 20 (2020) 1, S.122-139 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Collaborative Writing; Writing Instruction; Second Language Instruction; Second Language Learning; English (Second Language); Blended Learning; Instructional Effectiveness; Computer Oriented Programs; Writing Skills; Middle School Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Schreibunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Computerprogramm; Writing skill; Schreibfertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Indonesien
Abstract	Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a "WhatsApp" application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the "WhatsApp" group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual "WhatsApp" activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the "WhatsApp" group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative "WhatsApp" learning activities may serve as one of the suitable alternatives to improve EFL learners' cohesion in writing. (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	2022/1/01