The Effects of Flipped Learning on Middle Level of College Students’ Essay Performance
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Flipped learning has been regarded as a teaching method fitting to convert the standardized educational system to a customized one by considering students' individual differences and has gained much interest by educators. Despite its interests, its studies fall short in the quantity above all. This paper suggests that the concepts, flipped procedural writing teaching, can gradually improve university students' essays with various factors. This study was performed for a three month period with twenty college-level students. The researcher collected two quantitative data sets for the analysis, comparing the analytic and holistic scoring between the two groups, focusing the effects that influence on the flipped procedural writing teaching for writing skill mastery. Based on the affirmative results, four merits of flipped procedural writing teaching are confirmed: (1) The scores of the experimental group and controlled group increased in the post-test relative to the pre-test, and this was statistically significant; (2) it improves students' writing skills such as Thesis Statement, Main Idea, Supporting Idea and Grammar; (3) it really helps to increase Thesis Statement, Main Idea and Supporting Idea skills; (4) it is an effective method both for high and low level students' steady development of English writing proficiency.
Abstract
Flipped learning has been regarded as a teaching method fitting to convert the standardized educational system to a customized one by considering students' individual differences and has gained much interest by educators. Despite its interests, its studies fall short in the quantity above all. This paper suggests that the concepts, flipped procedural writing teaching, can gradually improve university students' essays with various factors. This study was performed for a three month period with twenty college-level students. The researcher collected two quantitative data sets for the analysis, comparing the analytic and holistic scoring between the two groups, focusing the effects that influence on the flipped procedural writing teaching for writing skill mastery. Based on the affirmative results, four merits of flipped procedural writing teaching are confirmed: (1) The scores of the experimental group and controlled group increased in the post-test relative to the pre-test, and this was statistically significant; (2) it improves students' writing skills such as Thesis Statement, Main Idea, Supporting Idea and Grammar; (3) it really helps to increase Thesis Statement, Main Idea and Supporting Idea skills; (4) it is an effective method both for high and low level students' steady development of English writing proficiency.
참고문헌 (20)
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