Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Abstract

An action research study was carried out in the preparatory programme of a foundation university to examine student performance in terms of grammar taught in the writing lessons, and as an alternative method, the flipped classroom model was applied to a group of participants who learned theoretical knowledge through videos on the learning management system. The study lasted seven weeks and during the process, students’ performance was noted with the help of a checklist. The experimental design with the pre-test – post-test control group and the semi-structured interview technique was applied. The students (n=30) were asked to write an essay during the pre-test and post-test. These essays were assessed by three different teachers (the G-coefficient was found as .841) who used a pre-prepared rubric by the researchers. Findings indicate that the achievement of the experimental group, where the flipped classroom method was applied, was significantly higher than the control group. Students expressed positive views about the flipped classroom model during the interviews. Education performed using the flipped classroom model was considered time-saving, provided an opportunity for practice, was easily accessible; and distance education through videos was well-received by students. 

Keywords

• flipped classroom model,English as a foreign language,grammar skills in writing,English writing skills,action research

References

1. Akgün, M. & Atıcı, B. (2017). Ters-düz sınıfların öğrencilerin akademik başarısı ve görüşlerine etkisi. Kastamonu Eğitim Dergisi. 25(1), 329-344.
2. Aksoy, N. (2003). Eylem araştırması: Eğitimsel uygulamaları iyileştirme ve değiştirmede kullanılacak bir yöntem. Kuram ve Uygulamada Eğitim Yönetimi, 36, 474-489.
3. Alsowat, H. (2016). An EFL flipped classroom teaching model: effects on english language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice. 7(9), 108-121.
4. Aşıksoy, G. & Özdamlı, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education. 12(6), 1589-1603.
5. Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
6. Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE. 16(4), 28-37.
7. Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. NY: Copublished by ASCD and ISTE.
8. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. Retrieved from https://www.asee.org/public/conferences/20/papers/6219/view

9. Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. (Yayımlanmamış yüksek lisans tezi), Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar.
10. Bösner, S., Pickert, J. & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: Student satisfaction and gain in skills and knowledge. BMC Medical Education. 15(63), 1-7.
11. Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. London: Jossey Bass.
12. Chen, S., She, J., Kameda, H. & Ohno, S. (2014). Implementation and evaluation of flipped classroom in Chinese language course. Proceedings of Multidisciplinary Academic Conference, (pp.1-8). Prague.
13. Chin, B. A. (2000). The role of grammar in improving student’s writing. Sadlier Oxford: Language Arts, 6-12. Retrieved from http://people.uwplatt.edu/~ciesield/graminwriting.htm
14. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagemant and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
15. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. (Sixth edition). NewYork: Routledge, Taylor and Francis Group.
16. Chu, L., & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy , 101, e252.
17. Datig, I., & Ruswick, C. (2013). Four quick flips. College & Research Libraries News, 74, 249–257.
18. Doğan, T. G. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: Ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi. 1(2), 24-48.
19. Durak Üğüten, S. & Balcı, O. (2017). Flipped learning. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 26, 253-265.
20. Ekmekçi, E. (2014). Harmanlanmış öğrenme odaklı tersten yapılandırılmış yazma sınıfı modeli. (Yayımlanmamış yüksek lisans tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
21. Evseeva, A. & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042815051393
22. Ford, P. (2014). Flipping a math content course for preservice elementary school teachers. Primus, 25(4), 369-380.
23. Garver, M. S., & Roberts, B. A. (2013). Flipping & clicking your way to higher-order learning. Marketing Education Review, 23(1), 17-22.
24. Gençer, B.G., Gürbulak, N., & Adıgüzel, T. (2014). A new approach in learning and teaching: The Flipped Classroom. In A.C. Ilhan, A. Isman, C. Birol & A. Eskicumali (Eds.), Proceedings of International Teacher Education Conference (pp. 881-888). Sakarya University, Sakarya, Turkey.
25. Guy, R. & Marquis, G. (2016). The flipped classroom: A comparison of student performance using instructional videos and podcasts versus the lecture-based model of instruction. Issues in Informing Science and Information Technology. 13, 1-13. Retrieved from http://iisit.org/Vol13/IISITv13p001-013Guy2605.pdf
26. Herold, M. J., Lynch, T. D., Ramnath, R. & Ramanathan, J. (2012). Student and instructor experiences in the inverted classroom. Proceedings of Frontiers in Education Conference (FIE), (pp. 1-6). IEEE Computer Society.
27. İyitoğlu, O. & Erişen, Y. (2017). İngilizceyi yabancı dil olarak öğrenen öğrencilerin akademik performanslarının ters yüz sınıf yöntemi ile geliştirilmesi: Bir karma yöntem çalışması. 5. Uluslararası Eğitim Programları ve Öğretim Kongresinde sunulan bildiri özeti, (s. 256-257). Muğla, Türkiye
28. James, A. J., Chin, C. K., & Williams, B. R. (2014). Using the flipped classroom to improve student engagement and to prepare graduates to meet maritime industry requirements: A focus on maritime education. WMU Journal of Maritime Affairs, 13(2), 331-343.
29. Johnson, A. P. (2015). Eylem araştırması el kitabı. [Handbook of action research] (Çev. Yıldız Uzuner & Meltem Özten Anay). Ankara, Anı Yayıncılık.
30. Kakosimos, K. E. (2015). Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools. Education for Chemical Engineers, 12, 1-11.
31. Kara, C. O. (2016). Ters yüz sınıf. Tıp Eğitimi Dünyası. 15(45) 12- 26.
32. Karakuş, F. & Ceylaner, S.G. (2017). Ters yüz sınıf yönteminin dokuzuncu sınıf ingilizce öğretiminde öğrencilerin öz yönetimli öğrenmeye hazırbulunuşlukları ve ingilizce dersine yönelik tutumlarına etkisi. 5. Uluslararası Eğitim Programları ve Öğretim Kongresinde sunulan bildiri özeti (s. 352-353), Muğla, Türkiye.
33. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
34. Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Educational Technology & Society, 20(1), 211–221.
35. Lage, M. J. & Platt, G. (2010). The internet and the inverted classroom. The Journal of Economic Education, 31(1), 1-11.
36. Larsen, A. J. (2013). Experiencing a Flipped Mathematics Class. (Unpublished Doctoral dissertation), Simon Fraser University, Faculty of Education, Canada.
37. Lemmer, C. A. (2013). A view from the flip side: Using the “inverted classroom” to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105, 461–491.
38. Liebert, C. A., Lin, D. T., Mazer, L. M., Bereknyei, S. & Lau, J. N. (2016). Effectiveness of the surgery core clerkship flipped classroom: A prospective cohort trial. The American Journal of Surgery, 211(2), 451-457.
39. Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. (Unpublished MA Thesis), Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1
40. Mason, G., Shuman, T. R. & Cook, K. E. (2013). Inverting (flipping) classrooms: Advantages and challenges. Proceedings of ASEE Annual Conference & Exposition. Atlanta, GA.
41. McLaughlin, J. E. & Rhoney, D. H. (2015). Comparison of an interactive e-learning preparatory tool and a conventional downloadable handout used within a flipped neurologic pharmacotherapy lecture. Currents in Pharmacy Teaching and Learning, 7(1), 12-19.
42. Nerguizian, V., Mhiri, R., Mounier, C., Lemieux, D. & Dahmane, A. O. (2014). Flipping from flipped classroom to multimodal mobile learning. International Journal of Teaching and Education, 2(4), 53-66.
43. Nicolosi, A. (2012). Grammar lessons with the flipped classroom method, Proceedings of the 3rd Black Sea ELT Conference, (pp. 13-17), Ondokuz Mayıs University, Samsun, Turkey.
44. Pinto, C., & Little, G. (2014). Flipped librarians: Assessing our own need to understand our users. The Journal of Academic Librarianship, 40(2), 192-193.
45. Rivera, E. (2015). Using the flipped classroom model in your library instruction course. The Reference Librarian, 56(1), 34-41.
46. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
47. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research. 15, 171-193. Retrieved from http://www.colorado.edu/ftep/sites/default/files/attached-files/strayer_-_inverted_classroom_influences.pdf
48. See, S. & Conry, J. M. (2014). Flip my class!: A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585-588.
49. Şengel, E. (2016). To flip or not to flip: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555.
50. Thaichay, T. & Sitthitikul, P. (2016). Effects of the flipped classroom ınstruction on language accuracy and learning environment: A case study of Thai EFL upper-secondary school students. Rangsit Journal of Educational Studies, 3(2), 35-64.
51. Tutal, Ö. & Yazar, T. (2017). Ters-yüz sınıf yaklaşımının akademik başarıya etkisi: bir meta-analiz çalışması. 5. Uluslararası Eğitim Programları ve Öğretim Kongresinde sunulan bildiri özeti, (s. 440-443), Muğla, Türkiye.
52. Umutlu, D. (2016). Effects of different video modalities on writing achievement in flipped English classes. (Unpublished MA Thesis). Boğaziçi University, Institute of Social Sciences, İstanbul.
53. Yavuz, M. (2016). Ortaöğretim düzeyinde ters yüz sınıf uygulamalarının akademik başarı üzerine etkisi ve öğrenci deneyimlerinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Atatürk University, Sosyal Bilimler Enstitüsü, Erzurum.
54. Yıldırım, A. & Şimsek, H. (2017). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative Research in Social Sciences] Ankara, Nobel Yayıncılık.
55. Zhu, E. (2007). What do students appreciate most about clickers? Teaching with clickers: Center for research on learning and teaching occasional papers, Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no22.pdf