The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional
This research was carried out to investigate whether audio-visual feedback affects students’ writing components and overall writing performance in flipped or traditional instruction. To reach the aim, the researchers used two experimental groups of medical students at Shiraz University of Medical Sc...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1978621 |
| _version_ | 1797706879141412864 |
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| author | Sepideh Nourinezhad Ehsan Hadipourfard Mohammad Bavali |
| author_facet | Sepideh Nourinezhad Ehsan Hadipourfard Mohammad Bavali |
| author_sort | Sepideh Nourinezhad |
| collection | DOAJ |
| description | This research was carried out to investigate whether audio-visual feedback affects students’ writing components and overall writing performance in flipped or traditional instruction. To reach the aim, the researchers used two experimental groups of medical students at Shiraz University of Medical Sciences; experimental group 1: audio-visual feedback was provided plus flipped instruction; experimental group 2: audio-visual feedback was provided plus traditional writing instruction. The researchers used 50 students’ writing scores and examined the effect of audio-visual feedback on students’ writing component(s): (content, organization, vocabulary, language use, and sentence mechanics) and their overall writing performance in both classes. For the pre-test data at the beginning of the semester, students were asked to write a paragraph, and after 3 months, for the post-test, students’ midterm exam data were collected and analyzed. The researchers applied nonparametric tests to answer the research questions including the Mann–Whitney and Wilcoxon Signed Rank Tests since the distribution of the scores was not found normal. According to the results, post-test mean scores of all-writing components and all-writing performance in the flipped and traditional-instructed groups were greater than those in the pre-test. It shows that audio-visual feedback improved the writing skills of the participants in both groups. Furthermore, all writing components and writing performance of students in the flipped-instructed group outnumbered their counterparts in the traditional group. It revealed that using audio-visual feedback in the flipped instruction has a more positive effect on improving students’ writing components and writing performance compared with the traditional writing instruction. |
| first_indexed | 2024-03-12T05:57:56Z |
| format | Article |
| id | doaj.art-c4fa7acae0a9494b8710f06c7b59d985 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T05:57:56Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-c4fa7acae0a9494b8710f06c7b59d9852023-09-03T04:26:24ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.19786211978621The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditionalSepideh Nourinezhad0Ehsan Hadipourfard1Mohammad Bavali2Islamic Azad UniversityIslamic Azad UniversityIslamic Azad UniversityThis research was carried out to investigate whether audio-visual feedback affects students’ writing components and overall writing performance in flipped or traditional instruction. To reach the aim, the researchers used two experimental groups of medical students at Shiraz University of Medical Sciences; experimental group 1: audio-visual feedback was provided plus flipped instruction; experimental group 2: audio-visual feedback was provided plus traditional writing instruction. The researchers used 50 students’ writing scores and examined the effect of audio-visual feedback on students’ writing component(s): (content, organization, vocabulary, language use, and sentence mechanics) and their overall writing performance in both classes. For the pre-test data at the beginning of the semester, students were asked to write a paragraph, and after 3 months, for the post-test, students’ midterm exam data were collected and analyzed. The researchers applied nonparametric tests to answer the research questions including the Mann–Whitney and Wilcoxon Signed Rank Tests since the distribution of the scores was not found normal. According to the results, post-test mean scores of all-writing components and all-writing performance in the flipped and traditional-instructed groups were greater than those in the pre-test. It shows that audio-visual feedback improved the writing skills of the participants in both groups. Furthermore, all writing components and writing performance of students in the flipped-instructed group outnumbered their counterparts in the traditional group. It revealed that using audio-visual feedback in the flipped instruction has a more positive effect on improving students’ writing components and writing performance compared with the traditional writing instruction.http://dx.doi.org/10.1080/2331186X.2021.1978621audio-visual feedbacktraditional instructionflipped instructionwriting component(s)writing performance |
| spellingShingle | Sepideh Nourinezhad Ehsan Hadipourfard Mohammad Bavali The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional Cogent Education audio-visual feedback traditional instruction flipped instruction writing component(s) writing performance |
| title | The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional |
| title_full | The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional |
| title_fullStr | The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional |
| title_full_unstemmed | The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional |
| title_short | The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional |
| title_sort | effect of audio visual feedback on writing components and writing performance of medical university students in two different modes of instruction flipped and traditional |
| topic | audio-visual feedback traditional instruction flipped instruction writing component(s) writing performance |
| url | http://dx.doi.org/10.1080/2331186X.2021.1978621 |
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