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Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos
ARTICLE

Journal of Scholarship of Teaching and Learning Volume 14, Number 5, ISSN 1527-9316

Abstract

This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the "trustworthiness" of a peer-produced video tutorial.

Citation

Engin, M. (2014). Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos. Journal of Scholarship of Teaching and Learning, 14(5), 12-26. Retrieved March 29, 2020 from .

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