Source of Publication
International Journal for the Scholarship of Teaching and Learning
Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes difficult for educators to know where to begin and for students to know how best to use it to advance their studies and improve their writing. Focusing on university students at a pre-university English as Second Language (ESL) program in Dubai, this paper discusses how mobile learning and the use of a range of apps can foster peer and self-editing, aid noticing and enhance ownership of the writing process. It is argued that flipping corrective feedback helps students to notice their errors and spend more time developing their writing.
Georgia Southern University
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Hojeij, Zeina and Hurley, Zoe, "The Triple Flip: Using Technology for Peer and Self-Editing of Writing" (2017). All Works. 3620.
Indexed in Scopus
Open Access Type
Gold: This publication is openly available in an open access journal/series