Transformative learning: Flipped classroom and its impact on writing skill and critical thinking level

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dc.authorid0000-0002-4620-5066
dc.authorid0000-0003-0879-1049
dc.contributor.authorAlpat, Muhammet Furkan
dc.contributor.authorGörgülü, Emrah
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2024-09-06T10:01:17Z
dc.date.available2024-09-06T10:01:17Z
dc.date.issued2024
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description.abstractThe study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students’ EFL writing skills. In addition to determining if the present instructional model influences students’ views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students’ attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students’ responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it.
dc.identifier.citationAlpat, M. F., ve Görgülü, E. (2024). Transformative learning: Flipped classroom and its impact on writing skill and critical thinking level. Open Praxis, 16(3), 396–409. https://www.doi.org/10.55982/openpraxis.16.3.704
dc.identifier.doi10.55982/openpraxis.16.3.704
dc.identifier.endpage409
dc.identifier.issn1369-9997
dc.identifier.issn2304-070X
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85203072522
dc.identifier.scopusqualityQ2
dc.identifier.startpage396
dc.identifier.urihttps://www.doi.org/10.55982/openpraxis.16.3.704
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2999
dc.identifier.volume16
dc.identifier.wosWOS:001320186000008
dc.identifier.wosqualityQ3
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorAlpat, Muhammet Furkan
dc.institutionauthorid0000-0002-4620-5066
dc.language.isoen
dc.publisherInternational Council for Open and Distance Education
dc.relation.ispartofOpen Praxis
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectBlended Learning
dc.subjectFlipped Classroom
dc.subjectCritical Thinking
dc.subjectTeachability of Critical Thinking
dc.subjectWriting Skill
dc.subjectTpack
dc.subjectInstructional Model
dc.subjectFlexible Learning
dc.subjectFlipped Writing Course
dc.subjectFlipped Learning
dc.titleTransformative learning: Flipped classroom and its impact on writing skill and critical thinking level
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication22e15e59-9a8b-496d-b2bc-8a55fd7d71aa
relation.isAuthorOfPublication.latestForDiscovery22e15e59-9a8b-496d-b2bc-8a55fd7d71aa
relation.isOrgUnitOfPublicationf4c26304-7b9a-4916-9825-7a183cc1197a
relation.isOrgUnitOfPublication.latestForDiscoveryf4c26304-7b9a-4916-9825-7a183cc1197a

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