Effects of different video modalities in flipped english writing classes on students’ writing scores

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Duygu Umutlu
Yavuz Akpınar

Abstract

This study investigated different modalities of videos in a flipped classroom for English writing classes at a state university preparatory school. The study, a quasi-experimental design in nature, was conducted with six experimental groups and one control group (n=127). The participants’ writing performance formed the study data which was collected with a writing pretest and two posttests, conceptual and essay writing posttests. The data analysis showed that the group studying “Animation with simultaneous Text and sequenced Narration in a user-paced environment†outperformed the control group having lectures in class in the conceptual posttest. The groups studying “Animation with simultaneous Narration and sequenced Text, in a whole presentation, where students studied all the parts of a video in a system-paced design, and then they answered the related questions,†and “Animation with simultaneous Narration and sequenced Text in a part-by-part presentation, in which students studied each part of a video, and then they answered the related questions†outperformed the control group in the essay writing posttest. The paper provided a discussion and a set of recommendations on studying flipped classroom.

Keywords: Flipped classroom; inverted classroom; writing; language learning.

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How to Cite
Umutlu, D., & Akpınar, Y. (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. https://doi.org/10.18844/prosoc.v3i7.1986
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