Flipped classroom instruction produces higher functional writing skills than traditional teaching among third-year ESP business majors¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Experimental-group business majors scored significantly higher than control-group peers on total functional writing skills (t = 4.61, p = .00) and on each of the four subskills. → Salem 2018
Evidence¶
Salem 2018¶
Salem, A. A. M. S. (2018). Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer's Block. English Language Teaching, 11(12). https://doi.org/10.5539/elt.v11n12p177
q2 · i? · causal · r1
Quasi-experiment with 51 third-year business majors (26 experimental, 25 control) taught functional writing via flipped sessions or traditional lectures. Table 9 reports total-score means of 75.61 (experimental) vs 61.56 (control), t = 4.61, p = .00, with subskill t values from 3.56 to 5.08, all significant. The study reports "relatively high gains" for the flipped group.
"Close inspection of Table 9 reveals that non-English majors business students in the experimental group achieved relatively high gains in using functional writing skills compared with their counterparts in the control group"
Discussion¶
Learner Variables¶
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Flipped learning improves higher-order thinking skills (analyzing, evaluating, creating) of college business ESP students more than traditional teaching — related
- Flipped learning reduces but does not eradicate writer's block in ESP business students relative to traditional teaching — related
- Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
- Wiki-based instruction improved business writing more than traditional instruction among 60 second-year Business Administration EFL students at one Saudi university — related
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