The Effect of Flipped Learning Approach on EFL Learners’ Writing Achievement

Abstract

This study aims to explore the effect of flipped learning approach on writing achievement and self-regulation levels in the writing of learners in the Academic Writing Skills course at a state university in Türkiye. The intervention lasted ten weeks within one academic term. Participants were the second-year university students, being classified into two groups: Flipped classroom group as the experimental group (n=25) and traditional classroom group as the control group (=26). In the study, a pre-test and post-test quasi-experimental design was adopted as the groups were not randomly assigned. In the study, the control group was taught by traditionally-instructed L2 writing while the experimental group received flipped instruction in L2 writing. Writing Strategies for Self-regulated Learning Questionnaire was adapted to be used in a new cultural setting (Türkiye), and the data which was obtained from a sample (n=430) was analysed via Confirmatory Factor Analysis (CFA), confirming the prior factor structure. Writing scores and the levels of self-regulated learning strategy use as pre-tests and post-tests were gained. The results of descriptive and inferential statistical analyses indicated that the flipped classroom model favoured the flipped classroom group in terms of higher writing achievement and higher self-regulation levels in writing significantly. Regarding self-regulated learning strategies, the flipped classroom model did not make significant improvement in motivational regulation dimension despite an increase in post-test scores of WSSRLQ. Lastly, the study revealed a positive correlation between writing achievement and self-regulation of writing in the flipped classroom group. Relevant implications are discussed in detail.