چكيده به لاتين
The objective of this study was twofold: (a) to determine the extent to which two different models of flipped classroom could improve writing performance of railway engineering students, and (b) to explore students’ perceptions of flipped classroom, Edmodo, and Google Docs for improving their academic writing performance. The participants were 61 Iranian undergraduate railway engineering students at Iran University of Science and Technology, who were divided into three groups of a hybrid of flipped classroom and inquiry-based learning within a CSCL environment (i.e., novel flipped classroom), conventional flipped classroom, and a control group. The instruments of this study were Michigan Test of English Language Proficiency, Edmodo, Edpuzzle, Google Docs, Bubbl.us, a learning experience questionnaire, a questionnaire on technology acceptance, a pretest and a posttest of writing, and three open-ended questions. The results of ANOVA revealed significant differences among the three groups, as the students in the novel flipped classroom significantly outperformed the other groups. In addition, this approach made the learners more engaged, motivated, satisfied and less anxious. Moreover, participants expressed positive attitude towards the pedagogical value of Edmodo and Google Docs.
