Enhancing students’ written production in English through flipped lessons and simulations

• M. Laura Angelini ^[1] ; Amparo García-Carbonell
  1. [1] Universidad Católica de Valencia San Vicente Mártir

     Universidad Católica de Valencia San Vicente Mártir

     Valencia, España

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 16, 2019
• Idioma: inglés
• Enlaces
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• Dialnet Métricas: 5 Citas
• Resumen

  • Today, learning is perceived as a challenge that must be faced simultaneously on numerous fronts. Indeed, learning is no longer confined to the classroom. Students have the opportunity to learn inside and outside the classroom walls. Technology plays its part, as does the abundance of information available on social networks and in the mass media. Educators must stay abreast of change as information and potentially useful technological resources le ave traditional education behind. Optimising class time through new methods, techniq uesandresourcesisparamountintoday ’ s education systems. This paper presents the results of a quantitative study of students ’ writtenproductioninEnglish.TheEnglishwritingskillsofengineeringstudentswere developed using situational (or class) simulations and a large-scale web-based simulation in real time. Quantitative analysis of students ’ written production was used to test for differences between experimental and control groups. The goal of this study was to show that simulation-based instruction contributes significantly to students ’ progress in writtenproductioninEnglish.Theresultssho wed that students who received simulation- based instruction (experimental group) signifi cantly improved their English writing skills, primarily in terms of organisation and linking of ideas more than students who attended a regular English course (control group).