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

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.