Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

Abstract

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19

“…Learners taught in the flipped classroom outperformed those taught traditionally [24,47]. Using the flipped classroom approach motivates learners, allows them to learn at their own pace, and allows them to interact [3]. The study of Abdulla et al [27], claims that learners developed a positive attitude toward this approach, positively affecting their motivation to speak English.…”

“…Mubarok, A., and Cahyono, B., and Astuti, U. (2019) [3] Investigating the effect of the flipped classroom model on Indonesian EFL students' writing achievement across cognitive styles.…”

“…It allows lessons to be student-centered instead of teacher-centered. Flipped classrooms are attracting growing concern all over the world, and it has become the focus area of teachers (e.g., Güvenç [2] and Mubarok et al [3]). For example, when the teacher flips the classroom s/he video records his/her lessons at home and assigns them to students as homework.…”

Ters Yüz Edi̇lmi̇ş Sinif Öğreti̇m Modeli̇ Ve Coğrafya Dersleri̇nde Uygulanabi̇li̇rli̇ği̇ Üzeri̇ne Bi̇r Değerlendi̇rme

“…TYS Modeli üzerine gerçekleştirilen araştırmalar ders ve branş yönünden çeşitlilik göstermektedir. Matematik (Hodgson vd., 2017;Kumar, Chang, & Chang, 2017), Mühendislik (Blair, Maharaj, & Primus, 2016), Sağlık (L.-L. Chen, 2016), İşletme (Foldnes, 2016;Garner & Chan, 2019), Bilgisayar (D. Chen & Faichney, 2019;Kazanidis vd., 2018), İngilizce (Mubarok, 2019;Zainuddin & Perera, 2019), Edebiyat (Shaffer, 2016), Kimya (Schultz vd., 2014), Sosyal Bilgiler (Mazur, Brown, & Jacobsen, 2015) gibi farklı ders ve branşlarda gerçekleştirilmiş çeşitli çalışmalara rastlanabilmektedir.…”

“…Akademik başarı (Albalawi, 2018;Ayçiçek, 2018;Blair vd., 2016;L.-L. Chen, 2016;Çukurbaşı, 2016;Debbağ, 2018;Jdaitawi, 2019;Kazanidis vd., 2018;Kumar vd., 2017;Lo & Hew, 2017;Özdemir, 2016;Schultz vd., 2014;Turan & Goktas, 2016;Zainuddin & Perera, 2019), öğrenci motivasyonları (Ayçiçek, 2018;Davies, Dean, & Ball, 2013;Debbağ, 2018;Hung, 2018;Katsa vd., 2016;Kazanidis vd., 2018;Kumar vd., 2017;O'Flaherty & Phillips, 2015;Sammel, Townend, & Kanasa, 2018;Zainuddin & Perera, 2019), öğrenci tutumları (Blignaut & Moser, 2019;Burgoyne & Eaton, 2018;D. Chen & Faichney, 2019;L.-L. Chen, 2016;Gökdemir, 2018;Gilboy, Heinerichs, & Pazzaglia, 2015;Lo & Hew, 2017;Schultz vd., 2014), yaratıcı düşünme (Al-Zahrani, 2015), okuma ve yazma becerileri (Aydemir, 2019;Mubarok, 2019), bilişsel yük düzeyine etki (Turan & Goktas, 2016) gibi değişkenler literatürde TYS Modeli bağlamında araştırılmıştır.…”