The use of peer instruction in a flipped learning environment in teaching ESL students argumentative essay writing
<p>The study investigates the effects of peer instruction and examines students</p><p>participation in a flipped learning environment on ESL students argumentative essay</p><p>writing performance and critical thinking. A mixed-met...
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<p>The study investigates the effects of peer instruction and examines students</p><p>participation in a flipped learning environment on ESL students argumentative essay</p><p>writing performance and critical thinking. A mixed-method design was used. A total of</p><p>120 upper-intermediate English proficiency students from a university in Malaysia</p><p>were chosen as participants for seven weeks. Quantitative data were analysed using</p><p>descriptive statistics and one-way analysis of variance (ANOVA). Descriptive</p><p>interpretations and thematic analysis were used to analyse the qualitative data. The</p><p>results indicated a significant difference in mean scores for writing performance in the</p><p>posttest between the experimental group (group work in a flipped learning</p><p>environment) (M = 63.95, sd = 13.04) and the control group (M = 56.65, sd = 11.15).</p><p>There is also a significant difference in mean scores for critical thinking in the posttest</p><p>between the experimental group (pair work in a flipped learning environment) and the</p><p>control group (mean difference = 3.800, p < .05) as well as the experimental group</p><p>(group work in a flipped learning environment) and the control group (mean difference</p><p>= 5.525, p < .05). The qualitative analysis of the student assessment form (pair work</p><p>and group work), lesson study logs, EdPuzzle video quizzes, and samples of student</p><p>worksheets revealed ESL students participation by engaging themselves in interactions</p><p>during in-class writing activities, contributing knowledge to others, getting prepared</p><p>with the essential concepts and content before class, focusing on the task and assessing</p><p>the quality of argumentative writing. Overall, the use of peer instruction in a flipped</p><p>learning environment enhances students writing performance, critical thinking and</p><p>participation in argumentative essay writing. The study implicates that the use of peer</p><p>instruction in a flipped learning environment can be an alternative pedagogical</p><p>approach to enhance the teaching and learning of argumentative essay writing.</p> |
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Amreet Kaur Jageer Singh |
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The use of peer instruction in a flipped learning environment in teaching ESL students argumentative essay writing |
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The use of peer instruction in a flipped learning environment in teaching ESL students argumentative essay writing |
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use of peer instruction in a flipped learning environment in teaching esl students argumentative essay writing |
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oai:ir.upsi.edu.my:76132022-10-31 The use of peer instruction in a flipped learning environment in teaching ESL students argumentative essay writing 2021 Amreet Kaur Jageer Singh PE English <p>The study investigates the effects of peer instruction and examines students</p><p>participation in a flipped learning environment on ESL students argumentative essay</p><p>writing performance and critical thinking. A mixed-method design was used. A total of</p><p>120 upper-intermediate English proficiency students from a university in Malaysia</p><p>were chosen as participants for seven weeks. Quantitative data were analysed using</p><p>descriptive statistics and one-way analysis of variance (ANOVA). Descriptive</p><p>interpretations and thematic analysis were used to analyse the qualitative data. The</p><p>results indicated a significant difference in mean scores for writing performance in the</p><p>posttest between the experimental group (group work in a flipped learning</p><p>environment) (M = 63.95, sd = 13.04) and the control group (M = 56.65, sd = 11.15).</p><p>There is also a significant difference in mean scores for critical thinking in the posttest</p><p>between the experimental group (pair work in a flipped learning environment) and the</p><p>control group (mean difference = 3.800, p < .05) as well as the experimental group</p><p>(group work in a flipped learning environment) and the control group (mean difference</p><p>= 5.525, p < .05). The qualitative analysis of the student assessment form (pair work</p><p>and group work), lesson study logs, EdPuzzle video quizzes, and samples of student</p><p>worksheets revealed ESL students participation by engaging themselves in interactions</p><p>during in-class writing activities, contributing knowledge to others, getting prepared</p><p>with the essential concepts and content before class, focusing on the task and assessing</p><p>the quality of argumentative writing. Overall, the use of peer instruction in a flipped</p><p>learning environment enhances students writing performance, critical thinking and</p><p>participation in argumentative essay writing. The study implicates that the use of peer</p><p>instruction in a flipped learning environment can be an alternative pedagogical</p><p>approach to enhance the teaching and learning of argumentative essay writing.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7613 https://ir.upsi.edu.my/detailsg.php?det=7613 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abbas Ali Rezaee & Zeinab Azizi. (2012). The role of zone of proximal development</p><p>in the students learning of English adverbs. Journal of Language Teaching and</p><p>Research, 3(1), 51-57.</p><p></p><p>Abbas, P. G., Lai, M. L., & Hairul Nizam Ismail. (2013). Teachers use of technology</p><p>and constructivism. I.J. Modern Education and Computer Science, 4, 49-63.</p><p></p><p>Abdollahzadeh, E., Amini Farsani, M., & Beikmohammadi, M. (2017).</p><p>Argumentative writing behavior of graduate EFL learners. Argumentation,</p><p>31, 641661.</p><p></p><p>Abdul Rahman, S. 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