Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study

Abstract

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, selfconfidence, and writing collaboration.Implications: Pedagogical implications were discussed for flipping writing metacognitive strategies and writing skills.

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

“…It is generally accepted that flipped classroom has positive effects on L2 development in many aspects, as evidenced by some L2 studies reviewed above (e.g., Adnan, 2017;Chen Hsieh et al, 2017;Lee and Wallace, 2018). Some researchers, however, maintain that some factors may contribute to success or failure of flipped instruction in engaging learners (Hao, 2016;Yilmaz, 2017;Liu et al, 2022). Students' technological literacy is an important factor in engaging them in online classrooms.…”

“…The L2 writing process is usually accompanied by numerous challenges, including cognitive and linguistic engagement as well as lack of adequate proficiency in lexical knowledge, grammar, cohesion, and coherence ( Ferreri and O’Connor, 2013 ; Xu and Qi, 2017 ). It is argued that flipping writing classrooms can alleviate such challenges and difficulties by devoting further time to doing tasks inside the classroom ( Leis et al, 2015 ; Arifani et al, 2020 ; Fathi and Rahimi, 2020 ; Liu et al, 2022 ). Additionally, flipping writing instruction has been effective in improving both the global and local writing abilities of EFL learners ( Wu et al, 2019 ; Liu et al, 2022 ).…”

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

“…Over the past few decades, there has been a widespread integration of internet and digital forms of communication in education and online application tools have become an integral part of teaching and learning ( Santos et al, 2019 ; Huong and Hung, 2021 ; Liu et al, 2022 ). In the meantime, numerous Web 2.0 applications have been created which enable learners to generate, recreate, and access information more easily and effectively over the recent years.…”

Investigation of the effect of flipped listening instruction on the listening performance and listening anxiety of Chinese EFL students

“…The flipped classroom is a good example of a blended learning methodology which might provide the productive use of face-toface instruction time with learners (Strelan et al, 2020;Liu et al, 2022). The essence of the flipped instructional approach has been directed toward the development of learning outside the class via the visualization of digital content produced by the instructor (Bergmann and Sams, 2012).…”

“…Against this backdrop, the flipped teaching approach has been increasingly integrated into English language classrooms (Fathi and Rahimi, 2020;Afzali and Izadpanah, 2021;Xue and Dunham, 2021;Khazaie et al, 2022;Liu et al, 2022;Teo et al, 2022). It is argued that the flipped instruction is successful in achieving the instructional goals and enhances the EFL learners' motivation, making them more active in learning activities (Chen Hsieh et al, 2017).…”