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

Abstract

As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course’s impact on Chinese EFL learners’ writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants via the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group (n = 24), taught based on the traditional method of writing instruction, and an experimental group (n = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group—taught based on flipped writing instruction—significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants’ writing anxiety. Implications of such findings have been elaborated for EFL research and practice.

A techno-pedagogical design for the production of academic essays in university students

“…The contributions of TPD-FLACW empirically verify what is transcribed by the pedagogical theories of socioconstructivism (Vygotsky et al, 1978), constructionism (Gergen, 2007), and connectivism (Siemens & Fonseca, 2007) in the processes of academic writing: planning, textualization, and revision (Cassany & García, 1999;Flower & Hayes, 1981). Furthermore, the findings are consistent with research indicating the significant impact of FL (Daulay et al, 2021;Ebron & Mabuan, 2021;Khojasteh et al, 2021;Mohammad & Khan, 2023;Montaner-Villalba, 2021;Zhao & Yang, 2023) or CW (Baldwin et al, 2019;Ebadi & Rahimi, 2019;Moore & Chaisson, 2022) on the production of academic texts. Studies that attempted to implement collaborative work in a FL model also found consistent results in written expression (Roohani & Rad, 2022;Shafiee Rad et al, 2022).…”

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

“…Our findings suggest that distractions, lack of focus, and limited speaking and interaction opportunities are among the main challenges faced in teaching and learning via social media-based microlearning for English speaking. Future research could focus on addressing these issues by integrating new technologies or teaching paradigms, such as AI-assisted English speaking practice (Zou, Du, et al, 2023), social media-based collaborative learning (Ansari & Khan, 2020), and social media-supported flipped classroom models (Fan, 2022;Zhao & Yang, 2023). Further investigations may help realize the goals of providing engaging content and fostering a supportive community, as outlined by the helpful suggestions identified in this study.…”

The Flipped-based WebQuest Model (FWQ): An Innovative Approach for Teaching Grammar and Alleviating Students’ Anxiety

“…FL is a form of blended learning where students engage with online materials before class and then participate in hands-on activities during in-person sessions (Bergmann & Sams, 2012). A fundamental aspect of FL is the transition that occurs when students access instructional videos or online resources remotely, which they study before class to apply during their in-person sessions (Chang, 2023;Zhao & Yang, 2023).…”