Abstract
This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how “the teaching learning cycle” influences students’ understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students’ understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students’ pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students’ understanding of essay writing can be used to explicitly examine their improvements.
Highlights
It has become very hard to ignore the role of technology in education nowadays
This study aims to answer the following research questions: 1. What is the effect of the flipped learning approach on Omani English as a Foreign Language (EFL) students’ grammar proficiency?
This study aimed to explore the effects of the flipped classroom approach on Omani EFL learners’ grammar proficiency and their perceptions of the flipped learning approach over the course of eight weeks
Summary
It has become very hard to ignore the role of technology in education nowadays. UNESCO (2014) stressed that life-long learning is a fundamental principle of the post-2015 education agenda, which is achieved by creating a new culture of learning with the assistance of information technologies. A global call has been raised to transform learners into digital creators of knowledge (Alexander et al, 2017). Due to such calls to integrate technology into classrooms and to equip learners with essential 21st-century skills (Alexander et al, 2017; Bennett & Lemoine, 2014; Johnson, 2009), flipped learning has recently gained much attention in higher education. Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Students prepare to report to the Students present or exchange their whole class (orally or in writing).
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