Abstract
In recent years, there has been increased interest of flipping the classroom, a student-centered instructional model that makes classwork done at home via lecture videos and homework done in class. The ultimate goal of the flipped classroom is to enable students to spend more face-to-face class time working with the teacher or peers on creative, interactive, and higher-order learning activities. On the other hand, team-based learning, also a student-centered pedagogical approach that has received considerable attention, shares the same goal of making the best use of class time by asking students to read preparatory materials outside the classroom. This paper describes a project that combined these two approaches in the teaching of an English Composition course to help students develop their academic writing skills. Feedback from students collected through anonymous questionnaire surveys and their reflective writing suggests that most of them thought positively of this new format of learning and found the lecture videos made by Evercam, the in-class Q&A session using QuizMaker, and the individual quiz via Zuvio, very useful in helping them get familiar with different academic writing modes and skills. However, since they still had to spend time writing their own academic essays, some of them felt that flipping the class made the whole learning process even more time-consuming. It is hoped that the practice and outcome of this project will provide EFL teachers with a feasible framework or effective pedagogical model to integrate the flipped classroom and team-based learning in academic writing instruction.
Author Information
Wan-Lun Lee, English Department, Fu Jen Catholic University, Taiwan
Paper Information
Conference: ACTC2017
Stream: Computer Assisted Language Learning (CALL)
This paper is part of the ACTC2017 Conference Proceedings (View)
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