Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

Year 2019, Issue: 15, 1 - 16, 25.01.2019

Mary Jane Özkurkudis , Nilay T. Bümen

https://doi.org/10.30786/jef.425632

Cited By: 4

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

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