Best practices in flipping the higher education English as a second language acadeemic writing courses
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Citation (published version)Pary Fassihi. 2016. "BEST PRACTICES IN FLIPPING THE HIGHER EDUCATION ENGLISH AS A SECOND LANGUAGE ACADEMIC WRITING COURSES." EDULEARN16 Proceedings. International Conference on Education and New Learning Technologies. 2016-07-04 - 2016-07-06. https://doi.org/10.21125/edulearn.2016.1712
Higher Education academic writing courses in the United States are often fast-paced with a vast amount of material to cover. Class time is on average an hour, and professors often feel rushed to complete the planned material. The professor often needs more time to provide the writing skills’ lessons during class, being left with little or no time for more personalized in-class writing workshops and direct feedback. A flipped learning method, in which students receive instruction in various formats (online, audio, video, print, etc.) prior to the session, and come to class prepared to practice, has unique benefits for higher education English as a Second Language (ESL) writing courses. The flipped learning style provides a more personalized learning environment for students, in which they have the opportunity to follow online instruction at their own pace, and receive personalized feedback from their instructor during in-class workshops. Providing an engaging face-to-face environment by adopting various technological methods can provide a richer learning experience and preparedness for these international students while focusing on their culture, learning styles, as well as learning abilities. This paper will focus on some of the best practices for flipping higher education ESL writing courses with the use of technology. In addition, the paper will offer creative and innovative techniques and recommendations to personalize students’ learning experience and turn them into independent thinkers and editors by adopting the flipped learning method.