Introduction
The development of writing skills is a high priority for many educators in language study. Developing writing skills is a complex process that is characterized by certain attributes that are based on proper coordination of cognitive and linguistic resources (Soltanpour & Valizadeh, 2018).
Ekmekçi (2014) finds that societies may place different values on writing, focusing on the quality of education or self-reflection and promoting the establishment of various attitudes towards writing. With respect to recent technological progress and changes in teaching and learning, one should not neglect the fact that many English-speaking students should be ready to improve their learning experience.
A flipped classroom is an instructional approach that allows for utilizing classroom time effectively and exploring the potential of learners in the most productive way (Gasmi, 2016). Although instructions and policies have been properly developed, the work of English writing classes may be challenged by students’ negative attitudes toward their tasks, teachers’ lack of experience in using contemporary approaches, and the differences between the native and foreign languages in terms of their structures, styles, and organizations.
Main Body
Writing within the EFL context includes the necessity of learning how to create simple sentences and paragraphs and to develop them into meaningful essays and academic projects. Performing a writing task requires students to demonstrate higher-order thinking and problem-solving skills (Ahmed, 2016). If the task must be done in a foreign language, the complexity of the work is dramatically increased, which challenges students in new ways.
Flipped classrooms help students personalize their activities and learn the material at their own pace and in alignment with their academic needs (Soltanpour & Valizadeh, 2018). The same findings are observed in the work of Ahmed (2016), Gasmi (2016), and Pavanelli (2018), who agree that English language and writing skills can be technologically improved. Compared to these authors, who do not discuss specific technological and web-based tools, Farah (2014), Ekmekçi (2014), and Al-Zahrani (2015) underline the importance of Web 2.0 tools, which include social media and language learning platforms. The findings of these researchers support each other and create a solid foundation for further projects.
The idea of equipping flipped classrooms with special web tools is supported by the findings of different researchers. Ekmekçi (2014) emphasizes the role of teachers in flipped classrooms and their experience with different broadcasting technologies. Pavanelli (2018) explains the value of interactive activities and collaboration in classrooms. Ahmed (2016) focuses on student motivation and teachers’ indirect engagement in classroom activities.
The investigations of Soltanpour and Valizadeh (2018) introduce video screencasting as an effective flipped tool for collaborative writing. Farah (2014) in his project finds that students may improve their attitudes and develop their independence and motivation while working in flipped classrooms. The findings of Al-Zahrani (2015) help understand new learning tools through such in-class activities as assessment and evaluation. Finally, Gasmi (2016) concludes that despite the increased workload and challenges in flipped classrooms, students gain new knowledge and develop skills that contribute to their future. All these findings have sufficient evidence to support their credibility.
Conclusion
To conclude, technological progress plays an important role in education for both students and teachers. If technology is used alone, students and teachers can be challenged by the necessity of dividing their activities, exploring new information in a short time, and changing strategies in regards to new and previously obtained skills. Many authors from different countries agree that the integration of new web tools in flipped EFL classrooms can bring a number of positive results.
It helps to individualize instruction, reduce unnecessary note taking, promote creativity and active learning environments, and improve writing abilities even among students with low levels of knowledge and poor motivation. Still, this intervention is usually implemented both inside and outside the classroom, creating a considerable gap in the literature that should be filled within the framework of a future study.
References
Ahmed, M. A. E. A. S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14(2), 98-114. Web.
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. Web.
Ekmekçi, E. (2014). Flipped writing class model with a focus on blended learning. Retrieved from Department of English Language Teaching.
Farah, M. (2014). The impact of using flipped classroom instruction on the writing performance of twelfth grade female Emirati students in the applied technology high school (ATHS). Web.
Gasmi, A. A. (2016). An exploratory study of students’ lived experiences in a blended-flipped writing class. Arab World English Journal, 3, 210-226. Web.
Pavanelli, R. (2018). The flipped classroom: A mixed methods study of academic performance and student perception in EAP writing context. International Journal of Language and Linguistics, 5(2), 16-26. Web.
Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13. Web.