Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students

References

• Abrams, Z., & Byrd, D. R. (2017). The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research, 21(4), 434–453. doi:10.1177/1362168815627383
   Web of Science ®Google Scholar
• Adams, R., Alwi, N. A. N. M., & Newton, J. (2015). Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing, 29, 64–81. doi:10.1016/j.jslw.2015.06.002
   Web of Science ®Google Scholar
• Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. doi:10.1080/09588221.2017.1301958
   Web of Science ®Google Scholar
• Ahmadian, M. J. (2011). The effect of ‘massed’ task repetitions on complexity, accuracy, and fluency: Does it transfer to a new task? The Language Learning Journal, 39(3), 269–280. doi:10.1080/09571736.2010.545239
   Google Scholar
• Allan, D. (2004). Oxford placement test. Oxford, UK: Oxford University Press.
   Google Scholar
• Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: A focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1052–1068. doi:10.1080/09588221.2016.1170040
   Web of Science ®Google Scholar
• Andrews, T., Leonard, M., Colgrove, C., & Kalinowski, S. (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE—Life Sciences Education, 10(4), 394–405. doi:10.1187/cbe.11-07-0061
   PubMed Web of Science ®Google Scholar
• Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236.
   Web of Science ®Google Scholar
• Baker, W. J. (2000). The “classroom flip”. In Using web course management tools to become the guide by the side (pp. 9–17).Cedarville University, Communication Faculty Publication.
   Google Scholar
• Barrot, J. S. (2018). Using the sociocognitive-transformative approach in writing classrooms: Effects on l2 learners’ writing performance. Reading & Writing Quarterly, 34(2), 187–201.
   Web of Science ®Google Scholar
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings of the 120th ASEE Annual Conference and Exposition. Atlanta, GA: American Society for Engineering Education.
   Google Scholar
• Bligh, D. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
   Google Scholar
• Boyraz, S., & Ocak, G. (2017). Implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies, 13(2), 426–439.
   Google Scholar
• Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York, NY: Pearson Education.
   Google Scholar
• Brumfit, C. J. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press.
   Google Scholar
• Bulté, B., & Housen, A. (2012). Defining and operationalising L2 complexity. In A. Housen, V. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 21–46).Philadelphia/Amsterdam: John Benjamins.
   Google Scholar
• Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23–48).Essex: Pearson Education Limited.
   Google Scholar
• Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. doi:10.1080/09588221.2015.1111910
   Web of Science ®Google Scholar
• Chen Hsieh, J., Huang, Y. M., & Wu, W. C. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. doi:10.1016/j.chb.2016.12.066
   Web of Science ®Google Scholar
• Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68. doi:10.1111/bjet.12530
   Web of Science ®Google Scholar
• Doman, E., & Webb, M. (2014). The flipped and non-flipped EFL classroom: Initial reactions from Chinese university students. Thai TESOL Journal, 27(1), 13–43.
   Google Scholar
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press.
   Google Scholar
• Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43–69.
   Google Scholar
• Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed-methods study. Computer Assisted Language Learning, 30(8), 787–815. doi:10.1080/09588221.2017.1363056
   Web of Science ®Google Scholar
• Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study. Computer Assisted Language Learning, 31(5–6), 617–651. doi:10.1080/09588221.2018.1449757
   Web of Science ®Google Scholar
• Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5–6), 527–555. doi:10.1080/09588221.2018.1527362
   Web of Science ®Google Scholar
• Ebadi, S., Rahimi, M., & Harati, H. (2017). Exploring the impact of WebQuest-based flipped classroom on EFL learners’ critical thinking and academic writing skills. Paper presented at the XVIIIth International CALL Research Conference, Berkeley: University of California.
   Google Scholar
• Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in English language teacher education: A design-based study in a complex, open-ended learning environment. The Electronic Journal for English as a Second Language, 19(2), 1–23.
   Google Scholar
• Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151–167.
   Web of Science ®Google Scholar
• Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
   Google Scholar
• Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509. doi:10.1093/applin/amp042
   Web of Science ®Google Scholar
• Ellis, R. (2012). Language teaching research and language pedagogy. New Delhi: John Wiley & Sons.
   Google Scholar
• Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.
   Google Scholar
• Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford, UK: Oxford University Press.
   Google Scholar
• Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59–84. doi:10.1017/S0272263104261034
   Web of Science ®Google Scholar
• Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81–92.
   Google Scholar
• Faulkner, T., & Green, J. (2015). The peer instruction flipped learning model. In A. G. Scheg (Ed.), Implementation and critical assessment of the flipped classroom experience (pp. 196–217).Hershey, PA: IGI Global.
   Google Scholar
• Flipped Learning Network. (2014). Growth in flipped learning: Transitioning the focus from teachers to students for educational success. Retrieved from http://flippedlearning.org//site/Default.aspx?PageID=95.
   Google Scholar
• Gannod, G. C., Burge, J. E., & Helmick, M. T. (2007). Using the inverted classroom to teach software engineering (Computer Science and Systems Analysis Technical Reports). Oxford, OH: Miami University.
   Google Scholar
• Garrison, R., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A review of flipped learning. Retrieved from http://www.flippedlearning.org/review.
   Google Scholar
• Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. TESOL Journal, 2(1), 98–109.
   Google Scholar
• Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295–303. doi:10.1016/j.chb.2016.01.031
   Web of Science ®Google Scholar
• Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461–473. doi:10.1093/applin/amp048
   Web of Science ®Google Scholar
• Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency. Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA, 32, 1–20.
   Google Scholar
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. doi:10.1080/09588221.2014.967701
   Web of Science ®Google Scholar
• Iwashita, N., Brown, A., McNamara, T., & O'Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct? Applied Linguistics, 29(1), 24–49. doi:10.1093/applin/amm017
   Web of Science ®Google Scholar
• Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
   Google Scholar
• Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14, 1–12.
   Web of Science ®Google Scholar
• Johnson, L. W., & Renner, J. D. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. (Doctoral dissertation). Louisville, KY: University of Louisville.
   Google Scholar
• Johnson, L., A., Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.
   Google Scholar
• Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. doi:10.1111/bjet.12548
   Web of Science ®Google Scholar
• Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50. doi:10.1016/j.iheduc.2014.04.003
   Web of Science ®Google Scholar
• Knoch, U., Rouhshad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 39–52. doi:10.1016/j.jslw.2015.02.005
   Web of Science ®Google Scholar
• Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. doi:10.1080/00220480009596759
   Web of Science ®Google Scholar
• Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195–210. doi:10.1515/applirev-2012-0009
   Google Scholar
• Lee, D. Y. (2013). Research on developing instructional design models for flipped learning. The Journal of Digital Policy and Management, 11(12), 83–92. doi:10.14400/JDPM.2013.11.12.83
   Google Scholar
• Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. doi:10.1002/tesq.372
   Web of Science ®Google Scholar
• Leis, A., Tohei, A., & Cooke, S. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. Retrieved from https://www.academia.edu/15042030/.
   Google Scholar
• Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387–417. doi:10.1111/j.1467-1770.1990.tb00669.x
   Web of Science ®Google Scholar
• Levkina, M., & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 171–197).Philadelphia, PA: John Benjamins.
   Google Scholar
• McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24–37. doi:10.1080/07380569.2016.1137734
   Web of Science ®Google Scholar
• Mehring, J. (2014). An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom (Unpublished doctoral dissertation). Malibu, CA: Pepperdine University.
   Google Scholar
• Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1–10. doi:10.1080/07380569.2016.1139912
   Web of Science ®Google Scholar
• Milman, N. (2012). The flipped classroom strategy: What is it and how can it best be used. Distance Learning, 9(3), 85–87.
   Google Scholar
• Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11.
   Google Scholar
• Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81–87. doi:10.1016/j.jslw.2016.05.001
   Web of Science ®Google Scholar
• Norris, J., & Ortega, L. (2009). Measurement for understanding: An organic approach to investigating complexity, accuracy, and fluency in SLA. Applied Linguistics, 30(4), 555–578. doi:10.1093/applin/amp044
   Web of Science ®Google Scholar
• O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
   Web of Science ®Google Scholar
• Ojima, M. (2006). Concept mapping a pre-task planning: A case study of three Japanese ESL writers. System, 34(4), 566–585. doi:10.1016/j.system.2006.08.003
   Google Scholar
• Pallant, J. (2013). SPSS survival manual. New York, NY: McGrow-Hill.
   Google Scholar
• Polio, C., & Shea, M. C. (2014). An investigation into current measures of linguistic accuracy in second language writing research. Journal of Second Language Writing, 26, 10–27. doi:10.1016/j.jslw.2014.09.003
   Web of Science ®Google Scholar
• Porte, G., & Richards, K. (2012). Focus article: Replication in second language writing research. Journal of Second Language Writing, 21(3), 284–293. doi:10.1016/j.jslw.2012.05.002
   Web of Science ®Google Scholar
• Robinson, P. (1995). Attention, memory and the ‘noticing’ hypothesis. Language Learning, 45(2), 283–331. doi:10.1111/j.1467-1770.1995.tb00441.x
   Web of Science ®Google Scholar
• Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287–318).Cambridge: Cambridge University Press.
   Google Scholar
• Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL - International Review of Applied Linguistics in Language Teaching, 43(1), 1–32. doi:10.1515/iral.2005.43.1.1
   Google Scholar
• Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 45(3), 193–213.
   Google Scholar
• Shimamoto, D. N. (2012). Implementing a flipped classroom: An instructional module. Paper Presentation at the Technology, Colleges, and Community Worldwide Online Conference, Honolulu, HI. Retrieved from http://scholarspace.manoa.hawaii.edu/handle/10125/22527.
   Google Scholar
• Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
   Google Scholar
• Skehan, P. (1998). A cognitive approach to language learning. Oxford, UK: Oxford University Press.
   Google Scholar
• Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. doi:10.1093/applin/amp047
   Web of Science ®Google Scholar
• Skehan, P., & Foster, P. (2012). Complexity, accuracy fluency and lexis in task-based performance: A synthesis of the Ealing research. In A. Housen, F. Kuiken, & I. Vedder (Eds.). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Philadelphia, PA: John Benjamins.
   Google Scholar
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. doi:10.1007/s10984-012-9108-4
   Google Scholar
• Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305–316.
   Web of Science ®Google Scholar
• Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to Open-Course-Ware instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713–729. doi:10.1111/bjet.12444
   Web of Science ®Google Scholar
• Tseng, D. S. D. (2008). Creative English writing and idea organization. Inservice Education Bulletin, 25(2), 27–38.
   Google Scholar
• Tseng, M. F., Lin, C. H., & Chen, H. (2018). An immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes. Computer Assisted Language Learning, 31(7), 714–733. doi:10.1080/09588221.2018.1440603
   Web of Science ®Google Scholar
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
   Google Scholar
• Turan, Z., & Goktas, Y. (2016). The flipped classroom: Instructional efficiency and impact on cognitive load levels. Journal of e-Learning and Knowledge Society, 12(4), 51–62.
   Web of Science ®Google Scholar
• Turan, Z., & Goktas, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation?. Journal of Education and Future, 13, 133–144.
   Google Scholar
• University of Cambridge ESOL Examinations. (2011). Score processing, reporting and interpretation. London: British Council. Retrieved from http://www.ielts.org/researchers/scoreçprocessingçandçreporting.aspx.
   Google Scholar
• Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210. doi:10.1080/09588221.2010.538701
   Web of Science ®Google Scholar
• VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287–301. doi:10.1017/S0272263100009177
   Google Scholar
• Wang, J., An, N., & Wright, C. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31(5–6), 490–521. doi:10.1080/09588221.2017.1417872
   Web of Science ®Google Scholar
• Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. doi:10.1016/j.compedu.2015.07.008
   Web of Science ®Google Scholar
• Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 39–67.
   Google Scholar
• Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. Journal of Asia TEFL, 11(4), 53–87.
   Google Scholar
• Wen, Q. F. (2008). On the output-driven hypothesis and reform of English-skill courses for English majors. Foreign Language World, 2, 2–9.
   Google Scholar
• Wen, Q. F. (2013). Application of the output-driven hypothesis in college English teaching; Reflections and suggestions. Foreign Language World, 6, 14–22.
   Google Scholar
• Wen, Q. F. (2014). Output-driven, input-enabled hypothesis: A tentative theory of foreign language classroom instruction for university students. Foreign Language Education in China, 7(2), 3–12.
   Google Scholar
• Wen, Q. F. (2015). Developing a theoretical system of production-oriented approach in language teaching. Foreign Language Teaching and Research, 47(4), 547–560.
   Google Scholar
• Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity, and accuracy. Language Testing, 26(3), 445–466. doi:10.1177/0265532209104670
   Web of Science ®Google Scholar
• Willey, K., & Gardner, A. P. (2013). Flipping your classroom without flipping out. Paper presented at 41 SEFI Conference, Leuven, Belgium. Retrieved from https://www.academia.edu/5153284/Flipping_your_classroom_without_flipping_out.
   Google Scholar
• Wu, W. C. V., C., Hsieh, J. S., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142–157.
   Web of Science ®Google Scholar
• Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2020). Free from demotivation in EFL writing: The use of online flipped writing instruction. Computer Assisted Language Learning, 33(4), 353–387.
   Web of Science ®Google Scholar
• Xu, C., & Qi, Y. (2017). Analyzing pauses in computer-assisted EFL writing-A computer- keystroke-log perspective. Educational Technology & Society, 20(4), 24–34.
   Web of Science ®Google Scholar
• Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27. doi:10.1093/applin/24.1.1
   Web of Science ®Google Scholar
• Zemach, D. E., & Rumisek, L. A. (2003). Academic writing from paragraph to essay. Oxford, UK: Macmillan.
   Google Scholar
• Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127–1142. doi:10.1080/10494820.2018.1495654
   Web of Science ®Google Scholar