Khan, Mohsin Raza and Zulfiquar, Fozia (2022) EFFECT OF FLIPPED LEARNING METHOD ON THE WRITING SKILL OF EFL SAUDI STUDENTS DURING THE COVID-19. International Journal of English Language Teaching, 10 (2). pp. 1-11. ISSN 2055-0820(Print), 2055-0839(Online)
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Abstract
This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | flipped learning, writing skill, students' perception, COVID-19 |
| Subjects: | P Language and Literature > PE English |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 07 Apr 2022 08:53 |
| Last Modified: | 07 Apr 2022 08:53 |
| URI: | https://tudr.org/id/eprint/288 |
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