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16 Int'l J. Educ. Tech. Higher Educ. 1 (2019)

handle is hein.journals/intjedth16 and id is 1 raw text is: Laura Angelini and Garcia-Carbonell International Journal of Educational Technology in Higher Education (2019) 16:2 https://doi.org/10.1186/s41239-019-0131-8 International Journal of Educational Technology in Higher Education . . *CrossMark Enhancing students' written production in - English through flipped lessons and simulations M. Laura Angelini* and Amparo Garcia-Carbonell * Correspondence: marialaura. Abstract angelini@ucv.es Cah oa e vaencatn ne Today, learning is perceived as a challenge that must be faced simultaneously on Martr, Centro de Postgrado numerous fronts. Indeed, learning is no longer confined to the classroom. Students Santisima Trinidad, C/Menendez y have the opportunity to learn inside and outside the classroom walls. Technology Peayo, frente a n 7, 46100 plays its part, as does the abundance of information available on social networks and Burassot, Valencia, Spain in the mass media. Educators must stay abreast of change as information and potentially useful technological resources leave traditional education behind. Optimising class time through new methods, techniques and resources is paramount in today's education systems. This paper presents the results of a quantitative study of students' written production in English. The English writing skills of engineering students were developed using situational (or class) simulations and a large-scale web-based simulation in real time. Quantitative analysis of students' written production was used to test for differences between experimental and control groups. The goal of this study was to show that simulation-based instruction contributes significantly to students' progress in written production in English. The results showed that students who received simulation- based instruction (experimental group) significantly improved their English writing skills, primarily in terms of organisation and linking of ideas more than students who attended a regular English course (control group). Keywords: Web-based simulation, Blended learning, Flipped classroom, Active learning I Springer Open Introduction Communication has long been a primary goal of foreign language educators. Foreign language students must gain fluency and accuracy to communicate effectively in both written and spoken forms. However, language teachers often teach large classes, and communication can become an ordeal. Blended learning has been gaining ground in language teaching, and certain pedagogical strategies are making headway. Flipped learning is one such strategy. Flipped learning is a specific blended learning model that helps educators optimise class time to encourage communication. In this study, flipped learning was applied, moving lectures outside the classroom and introducing simulation-based lessons to enhance English as a foreign language (EFL) learning, par- ticularly in terms of production skills development. This application of flipped learning inverted the traditional teacher-centred method. Instruction on essay writing, registers and simulation procedures was delivered online outside the classroom, whilst © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http//creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if chanaes were made.

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