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Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions

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Title: Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions
Language: English
Authors: Hui-Wen Huang (ORCID 0000-0002-6836-6389), Daniel J. Mills, Joseph Anthony Narciso Z. Tiangco
Source: SAGE Open. 2024 14(2).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Inquiry, Active Learning, Creative Teaching, Writing Improvement, English (Second Language), Second Language Learning, Second Language Instruction, Flipped Classroom, Learner Engagement, Outcomes of Education, Teaching Methods, Writing Instruction, Positive Attitudes, Formative Evaluation, Audience Response Systems, Writing Evaluation, Technology Uses in Education, Student Attitudes, Foreign Countries, Undergraduate Students, Majors (Students), College Entrance Examinations
Geographic Terms: China
DOI: 10.1177/21582440241236663
ISSN: 2158-2440
Abstract: Previous studies have shown that inquiry-based learning (IBL) and flipped learning effectively promote student engagement and learning outcomes in language classrooms. Meanwhile, technology-enhanced formative assessment (TEFA) with well-designed instructional strategies can provide engaging learning opportunities for learners of English as a Foreign Language (EFL). However, research on combining these three teaching approaches to enhance foreign language skills is scarce. Specifically, this study integrated IBL and TEFA in flipped EFL writing instruction to address the research gap. A mixed-method design was employed to explore 48 students' writing performance and their perceptions of these creative teaching strategies. The results of the quantitative analysis indicate that combining IBL and TEFA increased students' writing quality, as shown by the significant difference between their pretest and posttest writing scores. In addition, qualitative analysis of their written reflections indicated that they appreciated the dynamic and interactive learning atmosphere, displayed positive attitudes, and perceived the value of IBL and TEFA. The students also provided insights regarding the difficulties they experienced with this teaching method. The implications concerning the impact of IBL and TEFA in teaching flipped EFL writing are discussed, highlighting future suggestions for EFL educators.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433086
Database: ERIC
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  Data: Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Hui-Wen+Huang%22">Hui-Wen Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6836-6389">0000-0002-6836-6389</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+J%2E+Mills%22">Daniel J. Mills</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+Anthony+Narciso+Z%2E+Tiangco%22">Joseph Anthony Narciso Z. Tiangco</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: Previous studies have shown that inquiry-based learning (IBL) and flipped learning effectively promote student engagement and learning outcomes in language classrooms. Meanwhile, technology-enhanced formative assessment (TEFA) with well-designed instructional strategies can provide engaging learning opportunities for learners of English as a Foreign Language (EFL). However, research on combining these three teaching approaches to enhance foreign language skills is scarce. Specifically, this study integrated IBL and TEFA in flipped EFL writing instruction to address the research gap. A mixed-method design was employed to explore 48 students' writing performance and their perceptions of these creative teaching strategies. The results of the quantitative analysis indicate that combining IBL and TEFA increased students' writing quality, as shown by the significant difference between their pretest and posttest writing scores. In addition, qualitative analysis of their written reflections indicated that they appreciated the dynamic and interactive learning atmosphere, displayed positive attitudes, and perceived the value of IBL and TEFA. The students also provided insights regarding the difficulties they experienced with this teaching method. The implications concerning the impact of IBL and TEFA in teaching flipped EFL writing are discussed, highlighting future suggestions for EFL educators.
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        Value: 10.1177/21582440241236663
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      – SubjectFull: Flipped Classroom
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