[Sw-l] Fwd: [LLT] New content available - Vol. 26, Issue 1

[Valerie Sutton]

SignWriting List
March 29, 2022

New Article from:

Language Learning and Technology Journal
https://www.lltjournal.org/


> Begin forwarded message:
> 
> From: Language Learning and Technology <llt at hawaii.edu>
> Subject: [LLT] New content available - Vol. 26, Issue 1
> Date: March 28, 2022 at 4:50:28 PM PDT
> To: llt-l at lists.hawaii.edu
> 
New content available - Vol. 26, Issue 1 <https://www.lltjournal.org/> 
New Article
Lam, Y. W., Hew, K. F., & Jia, C. (2022). Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment. Language Learning & Technology, 26(1), 1–40. https://www.lltjournal.org/item/10125-73467/ <https://www.lltjournal.org/item/10125-73467/>
Many English-as-Second-Language (ESL) learners find it highly challenging to write problem-solution essays. This difficulty is partly caused by the pedagogies commonly used in traditional classroom settings, which have two major in-vivo constraints: time limits and low student engagement. This study proposes an innovative theory-driven instructional model for teaching problem-solution writing, namely the flipped 5E PSW (problem-solution writing) model. The flipped 5E PSW model is built upon three theoretical or conceptual models: (a) Jonassen’s design theory for case/policy analysis problem-solving, (b) the flipped learning model, and (c) Bybee’s 5E learning model. Two groups of 23 ESL secondary school students, both taught by the same teacher, were assigned to either the flipped or non-flipped versions of the instructional model. The students were assessed individually over a two-year longitudinal experiment to measure the impact of the intervention. The results, as measured by mixed ANOVAs, indicated that the flipped 5E PSW model was more effective than the non-flipped version for improving students’ performance in problem solution writing. This application of the flipped 5E PSW model in a two-year real-world school environment has demonstrated its capacity for overcoming traditional classroom constraints. 

Keywords: ESL Writing, Problem-Solution Writing, Flipped Classroom Approach, Longitudinal Study 

Language(s) Learned in This Study: English
________________________________________________________________________
Dorothy Chun and Trude Heift
Editors in Chief

Philip Hubbard, Associate Editor
Rick Kern, Associate Editor
Meei-Ling Liaw, Associate Editor
Lara Lomicka Anderson, Associate Editor

Hayo Reinders, Associate Editor
Jonathon Reinhardt, Associate Editor
Shannon Sauro, Associate Editor
Nina Vyatkina, Associate Editor

Skyler Smela, Managing Editor
Language Learning & Technology <https://www.lltjournal.org/>

Skyler Smela (he / they)
Managing Editor
Language Learning & Technology
(http://www.lltjournal.org <http://www.lltjournal.org/>)


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