The Flipped Pedagogy: Effects on the Grammatical Competence and Writing Skill of Basic Users of English

Basit Öğe Kaydı
dc.authorid0000-0002-4312-9731
dc.contributor.authorValizadeh, Mohammadreza
dc.date.accessioned2020-06-26T06:31:13Z
dc.date.available2020-06-26T06:31:13Z
dc.date.issued2020en_US
dc.departmentKapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü
dc.descriptionTARAMASCOPUS
dc.description.abstractThis experimental study, using a pretest-intervention-posttest design, aims to explore the effect of semi-flipped instruction on the grammatical competence and writing skill of basic users of English. These users were also considered to be low achievers among their classmates, based on the opinions of their teachers, the criteria of the institute as well as the Common European Framework of Reference (CEFR) for languages. The participants consisted of 53 Iranian students, who were assigned to two groups: the flipped and non-flipped. Each group received ten sessions of intervention. First, it was investigated whether there was any significant difference between the two groups in terms of their grammatical competence and writing skill. The flipped group significantly outperformed the non-flipped one. Next, it was examined whether the non-flipped intervention caused any significant change in the grammatical competence and writing skill of the non-flipped participants, and significant changes were found. The superiority of the flipped pedagogy can be attributed to the process of actively engaging the students in their learning activity in addition to including various techniques, such as collaborative writing, in-class teacher-learner interaction and negotiation as well as the video screencasting, because it is argued that the essential feature of flipped instruction is how the instructors best utilize in-class-time with the learners.
dc.identifier.doi10.29333/iji.2020.13351a
dc.identifier.endpage776en_US
dc.identifier.issue3en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage761en_US
dc.identifier.urihttps://doi.org/10.29333/iji.2020.13351a
dc.identifier.urihttps://hdl.handle.net/20.500.12695/477
dc.identifier.volume13en_US
dc.indekslendigikaynakScopus
dc.institutionauthorValizadeh, Mohammadreza
dc.language.isoen
dc.publisherInternational Journal of Instruction
dc.relation.ispartofInternational Journal of Instruction
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectbasic users of English
dc.subjectEFL
dc.subjectEnglish as a Foreign Language Learners
dc.subjectflipped pedagogy
dc.subjectgrammatical competence
dc.subjectwriting skill
dc.titleThe Flipped Pedagogy: Effects on the Grammatical Competence and Writing Skill of Basic Users of English
dc.typeArticle

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