Academic writing in the flipped EFL classroom: A case study on student engagement in Oman

Afef Gasmi, Michael Thomas

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)

Abstract

During the last few years flipped classrooms have aimed to provide more authentic forms of student engagement in which learners have greater opportunity to utilise classroom time more effectively. This chapter reports on a preliminary study conducted in a private higher education institution in Oman involving 16 students enrolled in Level 3 of the English GFP (General Foundation program). It investigated the effect of the flipped model on the engagement of EFL (English as Foreign Language) learners in writing skills, focusing specifically on their cognitive, behavioural, emotional, and agentic levels of engagement. Students' self-report questionnaires and focus group interviews were used in a mixed methods approach. The results revealed that students' overall level of behavioural and emotional engagement was closely related to their cognitive engagement and agency. The chapter calls for more research on the flipped classroom in relation to writing skills as well as the need to identify strategies to help with the extra non-classroom activities required of them.
Original languageEnglish
Title of host publicationFlipped instruction methods and digital technologies in the language classroom
EditorsJean L Ware, John P Loucky
PublisherIGI Global
Chapter10
Pages232-251
Number of pages20
DOIs
Publication statusPublished - 2017

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