The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

Abstract

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p < .001, d = 1.15) and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest (F (1, 63) = 13.50, p < .001, ?2 = .18). The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.

Exploring the Application of Flipped Classrooms on EFL Saudi Students' Speaking Skill

“…On the other hand, students' perception of the flipped learning approach does not necessarily correlate with their academic performance. Moraros, Islam, Yu, Banow, and Schindelka (2015) reported that the majority of the participants in their study (67 Public Health students) found this approach to be effective, even though it did not enhance their grades in the course (as cited in Leis et al (2015)). Moreover, Bishop and Verleger (2013) provide a comprehensive survey of twenty-four, prior and ongoing studies related to flipped classrooms in 2012.…”

“…In addition, since this learning approach is techno-driven, some educators may not welcome its application as it requires technological knowledge, such as of educational media programs and video recordings (Sams, 2011). In his PhD thesis, Strayer (2007) suggested that teachers should decrease the array of tasks for learning to increase students' satisfaction (as cited in Leis et al (2015)). Accordingly, teachers need to keep in mind that the ultimate goal is not to drown students with a lot of assignments, and as a result, increase their anxiety levels, but to facilitate and improve the quality of their learning.…”

“…The need for personalized instruction that meets students' different learning styles -and one that serves the ultimate goal of education (i.e., for students to learn) -is, and should be, the priority (Baker, 2000;Davies, Dean, & Ball, 2013;Keefe, 2007). In the realm of language learning and teaching, praised the use of language laboratories (Morton, 1960), which enabled students to extend their learning beyond the limits of class time (as cited in Leis, Cooke, & Tohei, 2015).…”

“…Despite this, the potential for benefit in EFL contexts is clear. Leis et al (2015) conducted an empirical study comparing two English composition courses, one that was taught in a traditional manner and the other using the flipped method. The researchers employed a pretest-treatment-posttest design to collect the data.…”

Flipping EFL University Classes with Blackboard System

“…It was found that students in the experimental group outperformed students in the control group. On the same track, Leis et al (2015) conducted a study comparing two English composition courses used with Japanese university students. One course was taught in a traditional way and the other using the flipped classroom.…”