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 |
| 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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