Regresar

Flipping the classroom through the use of socrative, padlet, and twitter in an academic writing course: A case of pre-service EFL teachers in Ecuador

Abstract:

This study aimed to use the flipped classroom methodology supported by the technological tools Socrative, Padlet and Twitter in an Academic Writing course of the English Major in Universidad Tecnica Particular de Loja, Ecuador. The purpose of this research was to determine the effectiveness of flipped classroom to strengthen English academic writing skills and to identify students’ perceptions regarding the use of technological tools as a means to guarantee competence achievement in this course. For this study, a group of 15 university students and 2 teachers participated. The course was taught during a period of five months on a weekly basis. Qualitative and quantitative approaches were used; thus, diagnostic and exit surveys were applied to determine the effectiveness of the study. The intervention period involved the use of the aforementioned technological tools for the presentation of paragraphs, writing strategies, and essays in academic English. The results showed that due to the application of the flipped classroom approach, students’ participation improved because they became more actively engaged in the process of reading, understanding key contents, and designing materials before each lesson. In addition, significant progress was achieved in students’ academic writing skills, particularly in aspects such as organizational structure of the text, correct usage of language, punctuation, coherence and cohesion.