Tracing EFL students' flipped classroom journey in a writing class: Lessons from Malaysia

• Published in: Innovations in education and teaching international Vol. 57; no. 3; pp. 305 - 316
• Main Authors: Su Ping, Rebecca Lee, Verezub, Elena, Adi Badiozaman, Ida Fatimawati bt, Chen, Wang Su
• Format: Journal Article
• Language: English
• Published: London Routledge 03.05.2020; Taylor & Francis Inc
• Subjects: Blended Learning; Classroom communication; College Students; Educational Technology; EFL students; English (Second Language); English as a second language; English as a second language learning; English proficiency; essay structure; Feedback; Feedback (Response); Flipped classroom; Foreign Countries; grammar; Homework; Language Proficiency; Learner Engagement; low English language proficiency; Second Language Learning; Second language writing; Self Efficacy; Student Attitudes; Student Motivation; Student writing; Students; Teaching Methods; Technology Uses in Education; Video Technology; Writing Instruction; Malaysia
• ISSN: 1470-3297; 1470-3300
• DOI: 10.1080/14703297.2019.1574597

The study explored English as a Foreign Language (EFL) low proficiency students' reflections and experience of learning in a structured flipped writing program, in a foreign university branch campus in Malaysia. It investigated the areas in which students showed improvement after flipped classroom learning. Qualitative data collected from semi-structured interviews of a sample of 18 students revealed that most students had positive experiences of the use of flipped classroom, reporting that they had greater time preparation before class; increased practice, engagement, interaction, motivation and immediate feedback during class, and a higher level of self-efficacy after class. Some shortcomings of this approach included the feeling of boredom and that it was time-consuming.