- Tytuł:
- INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
- Autorzy:
-
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng - Powiązania:
- https://bibliotekanauki.pl/articles/955783.pdf
- Data publikacji:
- 2020
- Wydawca:
- Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
- Tematy:
-
flipped instruction
collaborative writing
WhatsApp
cohesion - Opis:
- 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.
- Źródło:
-
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027 - Pojawia się w:
- Teaching English with Technology
- Dostawca treści:
- Biblioteka Nauki
Artykuł