Arşiv ve Dokümantasyon Merkezi
Dijital Arşivi

Effects of different video modalities on writing achievement in flipped english classes

Basit öğe kaydını göster

dc.contributor Graduate Program in Educational Sciences.
dc.contributor.advisor Akpınar, Yavuz.
dc.contributor.author Umutlu, Duygu.
dc.date.accessioned 2023-03-16T11:48:22Z
dc.date.available 2023-03-16T11:48:22Z
dc.date.issued 2016.
dc.identifier.other ED 2016 U68
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/15935
dc.description.abstract This study investigated different modalities of videos in a flipped classroom for English writing classes in the intensive English program at a state university. The study, a quasi-experimental design in nature, was conducted with six experimental groups and one control group (n = 127). The participants’ writing performance formed the study data which was collected by means of a writing pretest and two posttests, namely, conceptual and essay writing posttests. Moreover, participants’ learning styles, learner autonomy levels, and critical thinking disposition levels were measured with three different scales. The data analyses showed that the group studying the animation with simultaneous text and sequenced narration in a user- paced environment outperformed the control group having lectures in class in the conceptual posttest. The groups studying the animation with simultaneous narration and sequenced text, in a whole presentation, where students studied all the parts of a video in a system-paced design, and then they answered the related questions, and the animation with simultaneous narration and sequenced text in a part-by-part presentation, in which students studied each part of a video, and then they answered the related questions, outperformed the control group in the essay writing posttest. No significant effect of learning style, learner autonomy, and critical thinking disposition on the writing achievement in a flipped class design were found. The thesis provided a discussion and a set of recommendations on designing flipped classrooms according to multimedia design principles.
dc.format.extent 30 cm.
dc.publisher Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016.
dc.subject.lcsh English language -- Writing -- Study and teaching.
dc.title Effects of different video modalities on writing achievement in flipped english classes
dc.format.pages xii, 163 leaves ;


Bu öğenin dosyaları

Bu öğe aşağıdaki koleksiyon(lar)da görünmektedir.

Basit öğe kaydını göster

Dijital Arşivde Ara


Göz at

Hesabım