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Background: The transition from teacher‐centred towards student‐centred approaches in English language teaching, accompanied by developments in educational technology, has attracted researchers' attention to reverse teaching or flipped class. The related literature asserts that this mode of instruction might influence instructors' and students' participation in the class. Objectives: To shed more light on the role of flipped class in affecting language learning strategies and skills, this study applied a sequential explanatory mixed‐methods approach to explore the impact of flipped class on English as a foreign language (EFL) learners' writing metacognitive strategies and writing skills. Methods: Forty‐six intermediate EFL learners with an age range of 21–27, studying at a private language institute, were randomly divided into two groups of 23 learners. The two groups were randomly assigned to a flipped class, which received writing metacognitive strategies and writing skills through video clips before the class time, and a non‐flipped class, which received writing metacognitive strategies and writing skills in a conventional way during the class time. Results and Conclusions: The results revealed that both flipped and non‐flipped classes improved the EFL learners' writing metacognitive strategies, writing performance, writing content, and writing organisation. Furthermore, one‐way ANCOVA analyses indicated that the flipped class outperformed the non‐flipped class in writing metacognitive strategies, writing performance, writing content, and writing organisation. Thematic analyses, which were used to help analyse individual semi‐structured interviews, uncovered a number of categories and themes, signifying the flipped learners' positive perceptions towards the flipped class, such as enhancing motivation, self‐confidence, and writing collaboration. Implications: Pedagogical implications were discussed for flipping writing metacognitive strategies and writing skills. Lay Description: What is already known about this topic?: Metacognitive strategies, including planning, monitoring, and evaluation strategies, help English language learners become more successful writers.Writing skills, including writing content, writing organisation, and language use, help learners deal with collaborative writing activities effectively.Flipped class has been shown to be an effective mode of instruction to improve English language learners' language learning strategies and skills. What this paper adds?: Flipped class improves English language learners' writing metacognitive strategies, writing performance, writing content, and writing organisation.Flipped class is more effective than non‐flipped class in improving English language learners' writing metacognitive strategies and writing skills.English language learners' motivation, self‐confidence, and writing collaboration are increased as a result of the flipped writing course. Pedagogical implications: Writing metacognitive strategies and writing skills need to be flipped in English language contexts in order to free up time for more effective in‐class collaborative writing activities. [ABSTRACT FROM AUTHOR]

Background: When interpreting medical images such as dental panoramic radiographs (Orthopanthomogram, OPT), errors are frequent. Previous research has shown that eye movement modelling examples (EMME) are a supportive training method for medical image interpretation to reduce errors. To date, EMME support for OPTs has not been verified. Objectives: We investigated whether a training with EMME and verbal explanations supports dental students in evaluating OPTs. Methods: Dental students were randomly assigned to an intervention (N = 42) or a control group (N = 41). The intervention group received the EMME between pre‐ and post‐test. In a laboratory study, we measured students' gaze behaviour during evaluating OPTs and the detection rate of anomalies. Results and conclusions: The training led to fewer, shorter, and later fixations on anomalies and no difference in visual coverage of the OPT. The detection rate of anomalies did not improve. We replicated the latter finding in an online study (N = 31). Students may not have been able to apply the information from the EMME to detect anomalies. The image reading processes changed to more efficient rather than deeper visual search. Major takeaways: This study evaluated a training method with EMME for anomaly detection of OPTs. EMMEs did not improve the anomaly detection of dental students and changed their visual search process toward a more efficient rather than a deeper search. Lay Description: What is already known about this topic: Dental students and dentists commit many errors when interpreting radiographs.Validated interventions to support radiograph interpretations are lacking.Eye movement modelling examples (EMME) consist of videos showing an expert's gaze behaviour while performing a visual task.EMME improve processing of visual information in other domains (e.g., multimedia learning, chest x‐rays). What this paper adds: We investigated whether EMME improved detection of anomalies and gaze behaviour for dental students.Three EMME videos of dental experts explaining their behaviour and observations were presented to students.Studying the EMME videos did not improve the detection of anomalies.The gaze behaviour changed to a more efficient visual search. Implications for practice and/or policy: EMME do not seem to be effective as a short‐term intervention to improve anomaly detection for dental students.Further research is needed to develop effective training methods that could be applied in university teaching. [ABSTRACT FROM AUTHOR]

We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own (control group), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increased students' memorization and transfer scores, compared with controls. By displaying the main ideas in the text and their hierarchical relations, GOs act as visual aids to learning. Results showed that self‐generating a GO was no more beneficial than viewing a readymade GO when students were placed in a dual‐task situation (generation + learning). However, when the students' information processing was guided by sequencing these tasks (generation then learning), they outperformed the control and readymade groups on memorization and comprehension. Lay Description: What is already known about this topic: Graphic organizers (GOs) consist in visual displays showing the main ideas of a text and their interrelations.Adding GOs to pedagogical document have been shown to improve students' learning.However, self‐generating GOs has been proven to be detrimental for learning in several studies. What this paper adds: In previous studies, self‐generation of graphic organizers (GOs) have often been carried out while learning, however this task should be separated from the learning task.In the present study, students' learning performances increased when the self‐generated task was separated from the learning task compared to a condition with a readymade GO.These benefits on learning were not observed when the self‐generated activity was not guided. Implications for practitioners: Graphic organizers gathering all the key elements of a multimedia document and highlighting the structure of this document should be used in order to increase students' learning.Students should not be placed in double‐task situation when learning from a pedagogical document.In‐task guidance should be provided when self‐generative tasks are performed. [ABSTRACT FROM AUTHOR]