A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 16 January 2024
Issue publication date: 6 February 2024
Abstract
Purpose
The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).
Design/methodology/approach
Three college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.
Findings
The three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.
Originality/value
Firstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.
Keywords
Acknowledgements
This study is part of a project “MOOC-based Blended College English Teaching, Learning, and Assessment” (No. 220601339163006), supported by China’s Ministry of Education 2022 collaborative cultivation project between industry and academia. The author is grateful to all the participant teachers and students.
Citation
Zhang, Y. (2024), "A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth", International Journal for Lesson and Learning Studies, Vol. 13 No. 1, pp. 28-40. https://doi.org/10.1108/IJLLS-07-2023-0085
Publisher
:Emerald Publishing Limited
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