Claims

Learner-generated materials produced with user-friendly authoring tools seem to be a good option for learners to get involved in research in a flipped class

Claim · All claims
Evidence · 1 study · design r2 · 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? In a flipped pronunciation class, intermediate EFL learners creating learning materials in teams promoted active and inquiry-based learning, based on survey and interview data. → Bakla A 2018

Evidence

Bakla A 2018

Bakla A. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. COMPUTERS & EDUCATION, 125, 14-38. https://doi.org/10.1016/j.compedu.2018.05.017

q2 · i? · design · r2

Sequential explanatory mixed-methods study: a post-instruction survey of 40 intermediate Turkish learners of English plus follow-up interviews with 8 participants. The study concludes that "learner-generated materials produced using user-friendly authoring tools" support learner research involvement.

"learner-generated materials produced using user-friendly authoring tools seem to be a good option for learners to get involved in research in a flipped class"

Discussion

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