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    Tytuł:
    THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
    Autorzy:
    O. Qader, Ramyar
    Arslan, Fadime Yalcin
    Powiązania:
    https://bibliotekanauki.pl/articles/955462.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Flipped Classroom Instruction
    English as a foreign language
    traditional instruction
    writing skills
    Opis:
    The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 36-55
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intensyfikacja wykorzystania technologii cyfrowych w nauczaniu matematyki w czasach pandemii
    Intensifying the use of digital technologies in teaching mathematics in times of a pandemic
    Autorzy:
    Strycharz-Szemberg, Beata
    Wójcik, Daniel
    Powiązania:
    https://bibliotekanauki.pl/articles/2031477.pdf
    Data publikacji:
    2021
    Wydawca:
    Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
    Tematy:
    odwrócony model kształcenia
    pytania
    formułowanie
    nauka koleżeńska
    flipped classroom
    peer instruction
    question
    BYOD
    Bring Your Own Device
    Opis:
    W tej krótkiej pracy omawiamy doświadczenia ze zdalnego nauczania studentów matematyki oraz studentów kierunku inżynierskiego z użyciem metody odwróconej klasy oraz z wykorzystaniem technologii do aktywizacji i zwiększenia zaangażowania studentów w proces nauczania.
    In this note we want to share our experiences gathered during some courses in mathematics taught completely online due to COVID 19 pandemic restrictions. Our students were mathematics majors and engineering majors. We discuss briefly similarities and differences in working with both groups of students. Somewhat surprisingly similarities are predominating. In the courses we applied the method of the flipped classroom. This method is relatively well known and spread to some extend in middle and high schools but it is rarely applied in university courses. We found that the methods works very effectively in courses taught completely online allowing for diversion from a rather dull routine of a traditional lecture implemented in the online setting and providing place for engaging students in the learning process. The method was complemented by some elements from the peer instruction approach. Most notably, we used technology to implement good questions in the spirit developed by the second author in his PhD thesis, stimulating thus discussions and increasing the attractiveness of our classes.
    Źródło:
    Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2021, 72; 73-76
    1425-5766
    2353-1290
    Pojawia się w:
    Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
      Wyświetlanie 1-3 z 3

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