Tersyüz Edilmiş Sınıf Ortamında Yazma Becerileri Açısından Efl Öğrenci Başarılarının ve Algılarının İncelenmesi

Bu çalışmada, temel olarak tersyüz edilmiş sınıf modelinde İngilizce yeterliliği alt orta düzeyinde olan birinci sınıf öğrencilerinin yazma becerileri açısından algılarında ve onların yazma performanslarında önemli bir gelişme olup olmadığını tespit etme amaçlanmaktadır. Çalışma, aynı zamanda tersyüz edilmiş model uygulamasında cinsiyete göre, hem öğrencilerin algılarında hem de yazma performanslarının iyileştirilmesinde anlamlı bir fark olup olmadığını tespit etmeye çalışmıştır. Bu amaçla, öğrencilere yazmayı öğrenmelerini sağlamak için on hafta süren tersyüz edilmiş bir öğrenme modeli uygulanmıştır. Model, öğretici videolardan ve çevrimiçi öğrenme materyallerinden oluşmaktadır. Araştırmaya Türkiye'nin doğusunda yer alan bir devlet üniversitesinden 101 öğrenci katılmıştır. Yazmadaki performanslarını tanımlamak için iki ön test ve son test ve algılarını incelemek için de hem anket hem de öğrenci günlüklerini tamamlamışlardır. Yazmadaki test puanları, SPSS 22 üzerinde puanlama değerlendirme tablosu ile ölçülmüştür. Ayrıca, anket sonuçları da SPSS 22'de hesaplanmıştır. Öte yandan, öğrenci günlükleri dört kategori kodlama sistemi ile ölçülmüştür. Bulgular, öğrenciler lehine ortalama puanlar arasında istatistiksel olarak anlamlı farklılıklar göstermiştir. Aynı zamanda, elde edilen sonuçlar, yazma performansındaki bu gelişmenin, büyük ölçüde tersyüz edilmiş sınıf modeli metoduna atfedildiğini göstermiştir. Öğrencilerin tersyüz edilmiş modele ilişkin algılarının olumlu olduğu belirtilmiştir. Buna rağmen, tersyüz edilmiş sınıf modelinde cinsiyet konusunda, öğrencilerin algıları ve yazma performanslarının gelişimi açısından anlamlı bir fark bulunamamıştır.

Examining Efl Students’ Achievements and Perceptions in Terms of Writing Skills in Flipped Classroom Environment

This study mainly aims to find out whether there is any significant change in freshman students’ perceptions and any significant improvement in their writing performances whose proficiency of English is at the pre-intermediate level, in terms of writing skills in flipped classroom model. The study also sought to identify whether there is any significant difference in both students’ perceptions and improvements of their writing performance in the flipped model implementation by gender. To this end, ten-week long flipped model learning was implemented to instruct students to learn writing. The model consisted of instructional videos and online learning materials. 101 students from an urban university located in the eastern part of Turkey participated in the study. They completed two pre-tests and post-tests to identify their performances in writing, and both a questionnaire and student diaries to examine their perceptions. The test scores in writing were measured with a human scoring rubric on SPSS 22. Also, the results of the questionnaire were computed on SPSS 22. On the other hand, student diaries were measured with a four-category coding system. Findings showed statistically significant differences between the mean scores in favor of the students. Furthermore, the results showed that this improvement in writing performance is largely attributable to the flipped model method of learning. Students’ perceptions towards the flipped model were stated to be positive. However, no significant difference was found in terms of both the perceptions of the students and the improvement of their writing performances regarding the flipped classroom model by gender.

___

  • Abdelrahman, L.A.M., DeWitt, D., Alias, N. & Rahman, M.N.A. (2017). Flipped Learning for ESL Writing in a Sudanese School. TOJET: The Turkish Online Journal of Educational Technology, 16 (3), 60-70.
  • Abdelshaheed, B. (2017). Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University. English Language Teaching. 10. 96. 10.5539/elt.v10n11p96.
  • Abd Elfatah, M. & Ahmed, A. S. (2016). The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students’ Attitude Towards Flipping. US-China Foreign Language, 14 (2), 98-114. doi:10.17265/1539-8080/2016.02.003.
  • Ahmad, S. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9 (9), 166-178.
  • Albert, M. & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89 (8), 419-424. http://dx.doi.org/10.1080/08832323.2014.929559.
  • Aşıksoy, G. & Özdamlı, F. (2016). “Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course”. Retrieved March 20, 2017, from http://www.iserjournals.com/journals/eurasia/articles/10.12973/eurasia.2016.1251a
  • Aydın, B. & Demirer, V. (2016). Flipping the drawbacks of flipped classroom: Effective tools and recommendations. Journal of Educational and Instructional Studies in the World, 6 (1), 33-40.
  • Baker, J. W. (2000). The classroom Flip: using web course management tools to become the guide by the side. In Jack, A. (Ed.) Jacksonville, FL, US, Florida Community College at Jacksonville, 2000, (pp. 9 – 17). Selected Papers from the 11th International conference on College Teaching and Learning.
  • Başal, A. (2012). “The use of flipped classroom in foreign language teaching,” in Proceedings of the 3rd Black Sea ELT Conference Technology: A Bridge to Language Learning, November 15-17, 8-13.
  • Bergmann, J. & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94 (2), 25.
  • Bishop, J. L. & Verleger, M. F. (2013). The Flipped Classroom: A Survey of the Re-search. Paper presented at the ASEE National Conference Proceedings, Atlanta, GA. Retrieved September 28, 2017, from http://www.asee.org/public/conferences/20/registration/view_session? session_ id=2008
  • Blau, I. & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The Role of co-creation and co-regulation. Computers & Education, 115, 69-81.
  • Bolat, Y. (2016). Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA). Journal of Human Sciences, 13 (2), 3373-3388. doi:10.14687/jhsv13i2.3952
  • Bonwell,C.C., & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: The George Washington University, School of Education and Human Development.
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Afyon Kocatepe Üniversitesi. Afyon
  • Chen, Y., Wang, Y., Kinshuk & Chen, N. S. (2014). Is FLIP enough? Or should we use the flıpped model instead? Computers & Education, 79, 16-27.
  • Cohen J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic. Retrieved December 8, 2018, from https://www.sciencedirect.com/book/9780121790608/statistical-power-analysis-for-the-behavioral-sciences
  • Çakıroğlu, Ü. & Öztürk, M. (2017). Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course. Educational Technology & Society. 20. 337-349.
  • Çukurbaşı, B. & Kıyıcı, M. (2017). Preservice Teachers’ Views about Flipped Classroom Model. Bayburt Eğitim Fakültesi Dergisi, 12 (23), 87-102. Retrieved September 17, 2018, from http://dergipark.gov.tr/befdergi/issue/30012/277978
  • Das, B. & Sarkar, C. (2015). An Innovative Flipped Class Intervention to Improve Dose Calculation Skills of Phase I Medical Students: A Preliminary Study. 4th World Conference On Educatipnal Technology Researches, Wcetr - 2014. Procedia - Social and Behavioral Sciences, 182, 67-74.
  • Doğan, T. G. (2015). Sosyal medyanın öğrenme süreçlerinde kullanımı: ters-yüz edilmiş öğrenme yaklaşımına ilişkin öğrenen görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1 (2), 24-48.
  • Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education (Tojde), 18 (2), 151-167. https://doi.org/10.17718/tojde.306566
  • Elian, S. & Hamaidi, D. (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan. International Journal of Emerging Technologies in Learning (IJET), 13 (02), 110-125. DOI: dx.doi.org/10.3991/ijet.v13i02.7816
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57 (6), 14-27.
  • Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14 (5), 12-26.
  • Evseeva, A. & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. XV International Conference "Linguistic and Cultural Studies: Traditions and Innovations", LKTI. Tom., Russia: Procedia- Social and Behavioral Sciences, 206.
  • Farah, M. (2014). The Impact of Using a Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (ATHS). Master thesis. The British University, Dubai.
  • Fautch, J. M. (2015). The Flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16 (1), 179-186. doi:10.1039/c4rp00230j
  • Flipped Learning Network (FLN) (2014). The Four Pillars of F-L-I-P™. Retrieved October 1, 2018, from http://flippedlearning.org//site/Default.aspx?PageID=92
  • Filiz, O. & Kurt, A. A. (2016). Flipped learning: Misunderstandings and the truth [Ters-yüz öğrenme: Yanlış anlaşılmalar ve doğrular]. Journal of Educational Sciences Research, 5 (1), 215-229.
  • Gannod, G.C., Burge, J. E. & Helmick, M.T. (2008). Using the inverted classroom to teach software engineering. Software Engineering, 777-786.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik birvaka çalışması. Yayımlanmamış Yüksek Lisans Tezi, Eğitim Bilimleri Enstitüsü Bahçeşehir Üniversitesi. İstanbul
  • Gilboy, M. B., Heinerichs, S. & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47 (1), 109-114. http://dx.doi.org/10.1016/j.jneb.2014.08.008
  • Goodwin, B. & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70 (6), 78-79.
  • Güvenç, G . (2018). The flipped classroom approach in teaching writing: An action research. International Journal of Social Sciences and Education Research, 4 (3), 421-432. DOI: 10.24289/ijsser.434493
  • Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K. (2013). A Review of Flipped Learning Flipped Learning Network. Retrieved September 28, 2017, from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf
  • Herreid, C. F. & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42 (5), 62-66.
  • Hojnacki, S. G. (2018). The flipped classroom in introductory foreign language learning (Order No. 10825578). Retrieved November 22, 2018, from https://search.proquest.com/docview/2061061454?accountid=16328
  • Huck, S.W. & Cormier, W.H. (1996). Reading Statistics and Research.Harper Collins, New York, NY.
  • Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28 (1), 81-96. https://doi.org/10.1080/ 09588221.2014.967701
  • Johnston, B.M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48 (4), 485-498, DOI: 10.1080/0020739X.2016.1259516
  • Iyitoğlu, O. & Erişen, Y. (2017). Delving Into Flipping Efl Classroom: A Mixed Method Study. European Journal of English Language Teaching. Retrieved September 13, 2018, from https://www.oapub.org/edu/index.php/ejel/article/view/1178
  • Kara, C.O. (2015). Ters Yüz Sınıf. Flipped Classroom. Toraks Cerrahisi Bülteni, 9, 224-228. DOI:10.5152/tcb.2015.064
  • Kara, C.O. (2016.a). Ters Yüz Sınıf. Flipped Classroom. Tıp Eğitim Dünyası, 45.
  • Kara, C.O. (2016.b). Tıp Fakültesi Klinik Eğitiminde “Ters Yüz Sınıf Modeli” Kullanılabilir Mi? Yüksek Lisans Tezi. Akdeniz Üniversitesi. Antalya.
  • Köroğlu, Z. Ç., (2015). Tersten yapılandırılmış öğretimin İngilizce öğretmen adaylarının konuşma becerilerinin geliştirilmesine etkileri. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
  • Lage, M. J., Platt, G. J. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31 (1), 30–43.
  • Lesseig K. & Krouss P. (2017). Implementing a flipped instructional model in college algebra: profiles of student activity. International Journal of Mathematical Education in Science and Technology, 48 (2), 202-214, DOI: 10.1080/0020739X.2016.1233586
  • Leis, A., Tohei, A. A. & Cooke, S. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5 (4), 37-51. https://doi.org/10.4018/IJCALLT.2015100103
  • Leung, J. Y. C., Kumta, S. M., Jin, Y. & Yung, A. L. K. (2014). Short review of the flipped classroom approach. Medical Education, 48 (11), 11-27. doi:10.1111/medu.12576
  • Li Y., Zhang M., Bonk C.J., Zhang W. & Guo Y. (2017). Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course. In: Lai FQ., Lehman J. (eds) Learning and Knowledge Analytics in Open Education. Springer, Cham
  • Lin, C., Hwang, G., Fu, Q. & Chen, J. (2018). A flipped contextual game-based learning approach to enhancing Efl students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21 (3), 117-131. Retrieved December 19, 2018, from https://www.jstor.org/stable/26458512
  • Lou, Y. & Li, Z. (2018). Effects of Form-Focused Instruction in the Flipped Classroom Model on Non-English-Majored Graduates’ English Writing. Asian Education Studies, 3(2), p61. doi:http://dx.doi.org/10.20849/aes.v3i2.373
  • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., Gharkholonarehe, N. & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77 (9), 196. doi:10.5688/ajpe779196
  • Meyers, C. & Jones, T.B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.
  • Millard, E. (2012). 5 Reasons flipped classrooms work: Turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business, 15 (11), 26. Retrieved November 8, 2018, from http://www.universitybusiness.com/article/5-reasonsflipped-classrooms-work
  • Nederveld, A. & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27 (2), 162-172.
  • New Media Consortium. (2014). NMC horizon report 2014: Higher education edition. Retrieved October 22, 2018, from http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf.
  • Norazmi, D., Chiew, D., Suzilla, J. & Nurzarina, S. (2017). Exploring student engagement in writing using the flipped classroom approach. Pertanika Journal of Social Science and Humanities. 25. 663-674.
  • Oberer, B. (2015). "Mobile Devices and Flipped Classrooms in Higher Education: An Impact Analysis on the Educational Landscape in a Turkish University," 2015 8th International Conference on u- and e- Service, Science and Technology (UNESST), Jeju Island, South Korea, 2015, pp. 81-84.doi:10.1109/UNESST.2015.27
  • Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the Net generation. Educating the Net generation, 2(1-2), 20. Retrieved 22 October, 2018, from http://net.educause.edu/ir/library/pdf/pub7101b.pdf
  • Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement. Doctoral thesis, Colorado State University, Fort Collins, Colorado).
  • Phillips, C. R. & Trainor, J. E. (2014). Milennial students and the flipped classroom. Journal of Business & Educational Leadership, 21 (1), 519-530.
  • Sams, A. (2011). The flipped class: Shedding light on the confusion, critique, and hype. The Daily Rift. Retrieved July 15, 2017, from http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php.
  • Sams, A. & Bergmann, J. (2013). Flip your students' learning. Educational Leadership, 70 (6), 16-20.
  • Sarıgöz, O. (2017). An Analytical Study Related Learning with Flipped Classrooms Model. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (38), 1-11. Retrieved July 13, 2018, from http://dergipark.gov.tr/mkusbed/issue/30676/305616
  • Schultz, D., Duffield, S., Rasmussen, S. C. & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91 (9), 1334-1339.
  • Scott, J., Hsieh, C., Wu, W. & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1), 1-21.
  • Serçemeli, M. (2016). Muhasebe eğitiminde yeni bir yaklaşım önerisi: ters yüz edilmiş sınıflar. Muhasebe ve Finansman Dergisi, 115-126.
  • Sever, G. (2014). Bireysel çalgı keman derslerinde çevrilmiş öğrenme modelinin uygulanması. Eğitimde Nitel Araştırmalar Dergisi, 2 (2), 27-42.
  • Silberman, M.L. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.
  • Slootman M. (2018) A Mixed-Methods Approach. In: Ethnic Identity, Social Mobility and the Role of Soulmates. IMISCOE Research Series. Springer, Cham.
  • Soltanpour, F. & Valizadeh, M. (2018). A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays. Advances in Language and Literary Studies, 9 (1), 5-13. doi:http://dx.doi.org/10.7575/aiac.alls.v.9n.1p.5
  • Staker, H. & Horn, M. B. (2012). Classifying K12 blended learning. Mountain View, CA: Innosight Institute, Inc.
  • Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, 15 (2), 171-193. DOI 10.1007/s10984-012-9108-4
  • Talbert, R. (2014a). Getting student buy-in for the inverted calculus class. Chronicle of Higher Education. Retrieved July 22, 2018, from http://chronicle.com/blognetwork/castingoutnines/2014/03/06/getting-student-buy-in-for-the-inverted-calculus-class/.
  • Talbert, R. (2014c). Flipped learning skepticism: Is flipped learning just self teaching? Chronicle of Higher Education. Retrieved August 22, 2018, from http://chronicle.com/blognetwork/castingoutnines/2014/04/28/flipped-learning-skepticism-is-flipped-learning-just-selfteaching/.
  • Temizyürek, F. & Ünlü, N. A. (2015). Flipped Classroom. Bartın Üniversitesi Eğitim Fakültesi Dergisi 4 (1), 64-72. http://dx.doi.org/10.14686/BUEFAD.2015111015
  • Touchton, M. (2015). Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment. Journal of Political Science Education, 11 (1), 28-44, DOI: 10.1080/15512169.2014.985105
  • Triantafyllou, E. & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A Case study. In Proceedings of 25th Annual Conference European Association for Education in Electrical and Information Engineering (EAEEIE) (pp. 5-8). doi:10.1109/EAEEIE.2014.6879373
  • Tucker, B. (2012). The Flipped classroom: Online instruction at home frees class time for learning. Education Next, 12 (1), 82-83.
  • Umutlu, D. (2017). Effects of different video modalities in flipped English writing classes on students’ writing scores. New Trends and Issues Proceedings On Humanities and Social Sciences, 3 (7), 60-66. doi:10.18844/prosocv2i7.1986
  • Wang, X. & Zhang, C. (2013). The application research of flipped classroom in University teaching—A case study on professional English of educational technology. Modern educational technology, 23 (8), 11-16.
  • Yamamoto, M., Umemura, N. & Kawano, H. (2018). Automated essay scoring system based on rubric. In R. Lee (Ed.), Applied computing & information technology. ACIT 2017. Studies in computational intelligence, vol. 727 (pp. 177-190). Springer, Cham. https://doi.org/ 10.1007/978-3-319-64051-8_11
  • Yıldız, D. G., Kıyıcı, G. & Altıntaş, G. (2016). Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri ve Görüşleri Açısından İncelenmesi. Sakarya University Journal of Education, 6 (3), 186-200. DOI: 10.19126/suje.281368
  • Yıldız, Y. & Otacıoğlu, S. G., A. (2017). The Effects of Flipped Learning Model on Student Success in Flute Education. Route Educational and Social Science Journal, 4 (6), 254-270.
  • Yu, Z. & Wang, G. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Educational Technology & Society, 19, 298-312.
  • Yujing, N. (2015). Influence of Flipped Classroom on Learner's Empowerment -A Study Based on English Writing Courses in China. International Journal of Languages, Literature and Linguistics, 12, 1-7. doi:10.18178/ijlll
  • Zeren, M. (2017). The Flipped Geography Lecture. Marmara Coğrafya Dergisi, 0 (33), 25-57. DOI: 10.14781/mcd.79389
  • Zengin, Y. (2017). Investigating the Use of the Khan Academy and Mathematics Software with a Flipped Classroom Approach in Mathematics Teaching. Educational Technology & Society, 20 (2), 89-100.
  • Zhonggen, Y. & Guifang, W. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Journal of Educational Technology & Society, 19 (2), 298-312.
Kastamonu Eğitim Dergisi-Cover
  • ISSN: 1300-8811
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1992
  • Yayıncı: -