The Effect of Flipped Learning Instruction on Tertiary English Learners' Writing Achievement
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| Title: | The Effect of Flipped Learning Instruction on Tertiary English Learners' Writing Achievement |
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| Language: | English |
| Authors: | Daulay, Syahnan, Sanjaya, Dedi, Pin, Tan Li, Khazin, Khairunnisa Mohad, Babar, Muhammad Yasir |
| Source: | TESOL International Journal. 2021 16(1):232-252. |
| Availability: | English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Second Language Learning, English (Second Language), College Students, Writing Achievement, Foreign Countries, Instructional Effectiveness, Second Language Instruction |
| Geographic Terms: | Malaysia |
| ISSN: | 2094-3938 |
| Abstract: | Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners' writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1329778 |
| Database: | ERIC |
| Abstract: | Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners' writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level. |
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| ISSN: | 2094-3938 |
