The effects of flipped classroom model on writing skills for the 10th grade students at nguyen binh khiem high school master graduation project in english language

The aims of the study were to identify the benefits of the flipped classroom model to the teaching of writing skills and its effects on improving students’ ability in peer correction at

LITERATURE REVIEW

Writing skills

Writing skills are essential as a "productive language skill," crucial for creating written texts with specific purposes or instructions (Matsuda & Silva, 2020) These skills encompass various elements, including spelling, grammar, word choice, collocations, idioms, punctuation, capitalization, paragraphing, and overall organization of text, all tailored to the intended audience.

Matsuda and Silva (2020) emphasize that writing should emerge from a specific rhetorical context, connecting with readers, the text, and reality Writers utilize written language to convey knowledge, emotions, or beliefs, primarily aiming to persuade readers, analyze facts, or create various text types While both speaking and writing aim to communicate ideas, writing is distinguished by its typographical elements, including punctuation, capitalization, italics, boldface, font size, and indentation Additionally, formal writing may incorporate structural features such as topicalization, nominalization, hedges, and boosters.

Writing is a complex language skill that encompasses not only linguistic elements but also socio-cultural dimensions and cognitive abilities It demands effective use of syntactic structures and lexical resources, along with critical and creative thinking Additionally, a strong understanding of socio-cultural knowledge is essential for successful writing.

Thus, writing includes these important elements: (1) the textual features, (2) the textual organization, (3) the context of writing, (4) the writing process, and (5) the writing strategies (Matsuda & Silva, 2020)

1.1.3 Criteria for a good piece of writing

According to Folse, Muchmore-Vokoun, and Solomon (2013), effective written text must attain textual coherence, which is a multifaceted concept (Basturkmen & von Randrow, 2014) This concept is closely linked to cohesion and unity, both of which are essential for creating a coherent piece of writing.

Cohesion is a semantic unit that highlights the relationships of meaning within a text, defining its overall structure (Halliday & Hasan, 1976) It illustrates the connections between sentences on a local level and between paragraphs on a global level, encompassing all textual features both within and across paragraphs.

“Unity” refers to “that the paragraph discusses only one and only one main idea of the unity, a paragraph must contain one topic sentence and effective supporting sentences

Cohesion and unity are essential elements of effective writing According to Pham (2021), these qualities can be assessed through the organization of the text, the writer's intent to create logical transitions, and the reader's capacity to recognize and value coherence.

The writing process encompasses the essential steps a writer undertakes, including thinking, researching, drafting, revising, seeking reader feedback, editing, and proofreading This structured approach is crucial as it aids writers in organizing their thoughts, minimizes frustration and procrastination, and promotes productive and efficient use of time.

Different researchers have distinct approaches to the writing process, which encompasses various techniques, processes, and decisions made by the writer Typically, the writing process follows a sequence of planning, drafting, reviewing, and revising (Richards & Schmidt, 2010) Folse, Muchmore-Vokoun, and Solomon (2013) identify three key stages: brainstorming, writing the first draft, and proofreading In the brainstorming stage, writers must grasp the context, define their writing goals, and activate their background knowledge This is followed by creating an outline or diagram The second stage involves drafting the original text, while the final stage requires writers to re-read and revise their work to enhance clarity and coherence.

Another writing process is found in the form of a pyramid in which one stage (with some sub-stages) is the base for the other to profit:

Figure 1.1 The stages and sub-stages of the EFL writing process (Bufe, 2023)

The writing process, despite varying expressions, can be categorized into three primary stages: pre-writing, drafting, and revising, as noted by Smalley et al (2001) Different writers may approach these stages uniquely, but they all follow this general sequence Alternatively, these stages can also be referred to as pre-writing, while-writing, and re-writing (Lindemann, 1995), or pre-writing, while-writing, and post-writing.

 Pre-writing: involves using structured activities to help students gather and organize material for writing and become engaged with specific topics

 While-writing: consists of making a first draft, reveiwing, and revising

 Post-writing: consists of reading through and trying to apply a reader’ perspective in order to access how clearly readers might follow the ideas

1.1.5 Peer correction in relation to improving writing skills

Peer correction is an effective classroom technique where students collaborate to provide feedback on each other's work, rather than relying solely on the teacher for corrections This approach can enhance the writing process at various stages, from brainstorming ideas to final proofreading By working together, students can support one another in revising their texts, leading to improved writing outcomes The integration of instructional technology can further facilitate this peer feedback process, enabling students to review and refine their work more efficiently.

1.1.5.2 Advantages and disadvantages of collaboration in pairs and in groups

Collaboration in pairs and groups significantly enhances student participation and speaking time According to Johnson and Johnson (1987), pairwork and groupwork provide learners with increased opportunities for oral language practice This active involvement helps students focus more on tasks Long and Richard (1985) estimate that dedicating just half of class time to groupwork can increase individual practice time five-fold compared to traditional whole-class methods.

Second, students feel more secure Work in pairs or in groups are very helpful for students, especially the shy ones who can become less anxious in working

“privately” than expressing themselves in front of the class

Collaborative work enhances students' mutual assistance, responsibility, and motivation through engaging discussions This environment encourages them to share ideas and knowledge related to their tasks, fostering a sense of accountability as they understand they must succeed or fail together.

(Johnson & Johnson, 1987) Their success depends on the others and vice versa, so they try their best to complete the task as well as possible

First of all, a lot of noise can be created in the discussion time

Next, teachers have difficulty controlling what students are talking about, or even what language is used during discussions, and a lot of mistakes can be made

Students often struggle to interact harmoniously, as highlighted by Thomas (1987), who notes that “every interaction situation has the potential for cooperation or conflict.” When conflicts arise, effective communication can deteriorate Therefore, timely identification and resolution of conflicts are crucial for achieving desired outcomes in student interactions.

Students often feel compelled to conform to the norms set by their peers or the task at hand, which can lead to the suppression of valuable ideas that arise individually This pressure to align with the group can result in individuals sacrificing their innovative thoughts to avoid conflict or dissent.

1.1.5.3 How collaborative work assists peer correction for students’ improving writing skills

Post-writing is crucial for the overall success of the writing process, and perfecting this stage leads to high-quality writing Various methods, including peer correction, highlight the strengths of collaborative work However, there are still weaknesses in this approach To enhance the effectiveness of peer correction, it is essential to consider additional supportive tools.

Attitude

Attitude refers to the way individuals think and feel about people or situations, as well as their behaviors that reflect these thoughts and feelings According to the Oxford Learner’s Dictionary, it encompasses both emotional responses and actions that demonstrate one’s perspective.

Learning attitude is an important variable in language teaching and learning

According to Dürnyei (2003), students' perceptions and emotions regarding their learning significantly influence their behaviors Positive learning attitudes are essential for achieving favorable educational outcomes, as students with such attitudes are more likely to adapt their learning styles and strategies to new situations, ultimately leading to improved academic performance.

According to Scandura (2017), attitudes can be measured through three key components: cognitive, affective, and behavioral In the context of learning, cognitive attitudes involve the application of knowledge to new situations and the integration of past experiences to construct new understanding Affective attitudes encompass the emotions and feelings students have towards their learning, which can be influenced by both internal factors, such as psychological needs and learning abilities, and external factors, including educational context and teaching methods (Kumaravadivelu, 2006) Lastly, behavioral attitudes reflect students' active participation in their learning, with those exhibiting positive attitudes often demonstrating higher levels of engagement.

Flipped classroom model

The flipped classroom model, where students engage with learning materials before attending class, has been utilized by educators across various settings for many years (Strayer, 2012) This innovative approach, first introduced by teachers Aaron and Jonathan in 2007, reverses traditional class activities, placing after-class tasks into the classroom (Bergmann & Sams, 2012) The concept has been adapted across multiple subjects and educational contexts, leading to diverse interpretations (Gasmi, 2017) Key scholars, such as Lage, Platt, and Treglia (2000), characterized the flipped classroom as a reversal of the conventional teaching sequence Strayer (2012) emphasized that this model combines reversed learning with interactive technology to enhance the educational experience Hodges and Weber (2015) highlighted the model's complexity, noting that it encourages students to actively participate after self-studying materials Ozdamli and Asiksoy (2016) further explored the integration of instructional technology within this framework Ultimately, the flipped classroom is a well-established approach in language education, despite its evolving definitions.

According to Bishop and Verleger (2013), flipped classroom has been a contemporary interest in education However, its core definition has been still debated

The flipped classroom, as defined by Lage et al (2000) and further explored by Bergmann and Sams (2012), is an inverted model of traditional education where typical out-of-class activities are conducted during class time, allowing for a more student-centered approach This model emphasizes the development of higher-order thinking skills, shifting the teacher's role from a dominant figure to a facilitator of learning.

Afterwards, the term flipped classroom has been clearer defined in relation to the combination of instructional technologies in education It was defined by Strayer

In 2012, the integration of inverted teaching-learning sequences and appropriate educational technologies marked a significant shift in education Bishop and Verleger (2013) characterized the flipped classroom as a modern pedagogical model that transforms traditional teaching and learning dynamics.

“consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom.”

The flipped classroom model promotes a student-centered learning environment by allowing learners to access educational materials such as lectures and videos before attending class (Ozdamli & Asiksoy, 2016) This approach leverages technology, enabling students to engage with content outside of class, which in turn fosters more meaningful discussions and interactions with teachers and peers during class time.

The flipped classroom model, as highlighted by Kriegl (2018), emphasizes two main aspects: increased student engagement with learning materials outside of class and enhanced active learning activities during class that promote higher-order thinking skills It is important to clarify that this approach is distinct from massive open online courses (MOOCs) and does not eliminate the essential face-to-face interaction between teachers and students.

In 2020, Do and Hoang highlighted the flipped classroom approach as a form of blended learning that reverses the traditional educational model, where lectures occur in class and assignments are completed outside In this innovative format, students are required to prepare and comprehend lecture materials prior to attending class, allowing class time to focus on practical applications and discussions Additionally, the integration of technological tools, such as online videos and lectures, enhances the effectiveness of the flipped classroom model.

In the current research, the flipped classroom is defined as a teaching and learning approach that reverses the traditional sequence by having students learn materials—such as videos, lectures, and texts—before attending class This method allows for more in-depth discussions and higher-order thinking activities during classroom sessions Additionally, integrating instructional technologies can enhance the effectiveness of the traditional flipped classroom model.

In their academic work, Ozdamli and Asiksoy (2016) introduced a four-word acronym that highlights the four essential components of a flipped classroom These components include "F" for "flexible environment," emphasizing the adaptability of learning spaces.

The concept of a "learning culture" in a flipped classroom emphasizes flexibility in teaching and learning, allowing students to learn anytime and anywhere, while teachers can move beyond traditional classroom constraints This approach shifts the focus to students, making them the center of the learning experience, with teachers taking on a less dominant role It is essential that all learning materials are intentionally designed to enhance students' language fluency and higher-order thinking skills Additionally, the professional development of teachers is crucial, as the flipped classroom model demands more effort in creating effective learning materials, monitoring student progress, and providing meaningful feedback.

In brief, understanding all these four elements can help the teacher shape their own instructional techniques in the flipped classroom

1.3.4 Some misconceptions of the flipped classroom

The flipped classroom model is often misunderstood due to its similarities with other teaching methods, particularly in its use of instructional technologies, which are not mandatory for its implementation (Kriegl, 2018) While it is frequently compared to blended learning, as noted by Pappas (2016), these two approaches have distinct characteristics In blended learning, students engage in simultaneous face-to-face interactions with their teacher and online learning materials, typically in a multimedia classroom equipped with computers for Internet access In contrast, the flipped classroom reverses traditional learning by requiring students to study materials beforehand, prioritizing pre-class preparation over in-class instruction.

Teaching with the flipped classroom model

In general, the teaching procedure with the flipped classroom model has three main stages: (1) “before the flip”, (2) “home phase”, and (3) “class phase” (Kriegl,

2018) Each phase includes different necessary activities

In the initial stage of lesson planning, teachers must take into account several key factors, including the curriculum, lesson objectives, technological aids, and the age and interests of their students According to Ozdamli and Asiksoy (2016), it is essential for educators to prepare learning materials that facilitate students' self-study, incorporating relevant instructional technologies Their research highlights various technologies suitable for the flipped classroom model, such as video recording equipment.

In the flipped classroom model, educators must adapt their traditional roles by utilizing tools such as Camtasia PC and Adobe Presenter for video creation, alongside platforms like YouTube and TeacherTube for video hosting They can enhance student engagement through video interaction software like EduCanon and EdPuzzle, while also employing learning management systems such as VersoApp and Schoology This approach emphasizes the importance of fostering inquiry-based learning and sharing valuable resources with students.

To successfully implement a flipped classroom model, teachers must prioritize maintaining effective interactions with students, enhancing their engagement in learning activities, utilizing appropriate technologies that cater to students' learning conditions, and providing timely, constructive feedback on their progress (Ozdamli & Asiksoy, 2016) Understanding their roles in this innovative teaching approach is crucial for educators to facilitate a productive learning environment.

In the second stage, students engage in input activities by utilizing designated learning materials prior to class (Kriegl, 2018) This approach encourages students to take responsibility for their own learning process.

“watching video lectures and prepare for the course before class”, “learning at their own velocity”, and “maintaining interactions with the teacher while pre-studying the course” (Ozdamli & Asiksoy, 2016)

In the final stage of the flipped classroom model, students return to their physical classroom for further discussions and practice, allowing teachers to engage more actively by soliciting student feedback and addressing any challenges Collecting self-evaluations and questions enables teachers to reflect on the effectiveness of learning materials and make necessary revisions Active participation in in-class discussions is essential for students, as highlighted by Ozdamli and Asiksoy (2016) Bishop and Verleger (2013) describe the flipped classroom model as a blend of traditional teaching methods and computer-assisted learning.

Figure 1.3 A flipped classroom teaching model by Bishop and Verleger in 2013

The flipped classroom model integrates both classroom interactions and computer-based instruction, allowing students to enhance their learning at home through various online resources provided by the teacher This approach encourages deeper discussions during in-person classes Bergmann and Sams (2012) developed this instructional model to effectively deliver lectures to secondary school students.

Figure 1.4 The flipped classroom model by Bergmann and Sams (2012)

In addition, to grasp a fully understanding of the flipped classroom model, the teaching model was illustrated by Ozdamli and Asiksoy (2016) as follows

Figure 1.5 The teaching model with the flipped classroom by Ozdamli and Asiksoy

The "holistic flipped classroom" model integrates home, mobile, and physical learning environments, allowing for synchronous teaching and learning activities Unlike traditional asynchronous online courses, this approach emphasizes direct interaction between teachers and students during self-study Teachers actively engage with students by addressing their questions and monitoring their progress, ensuring that all learning materials are reviewed and self-study activities are assessed This model enhances classroom discussions by providing opportunities for guided instruction and supervision during synchronous sessions.

The flipped classroom model involves three key components: the teacher's preparation of materials, students' self-study activities, and classroom discussions By incorporating instructional technologies, educators can effectively blend asynchronous and synchronous learning activities, enhancing student engagement and understanding.

The advantages of the flipped classroom

There is no denying that the flipped classroom model has several benefits for education, including (1) “individualization, differentiation, and personalization”, (2)

A student-centered approach enhances the relationship between teachers and students, promoting a more flexible classroom environment that encourages interaction and reduces boredom This method fosters learner autonomy and can lead to increased motivation for learning, ultimately resulting in deeper knowledge acquisition and the development of higher-order thinking skills, as highlighted by Kriegl (2018).

The flipped classroom model personalizes learning activities to cater to diverse student needs, allowing teachers to tailor materials according to individual knowledge levels and interests This approach enables students to engage with the content at their own pace and in their preferred learning styles, fostering a more inclusive educational environment.

The flipped classroom model promotes student-centered learning by encouraging self-study before class and diminishing the traditional teacher's dominant role This approach fosters regular interaction between teachers and students throughout the educational process, enhancing rapport and collaboration.

Sharing all learning materials before class allows for more efficient use of time during the main session, enabling educators to focus on interactive activities rather than just lectures This approach facilitates deeper discussions, encourages additional questions, and provides students with more meaningful tasks to engage with in class.

Reducing lecture time and moving it to after class encourages diverse interactions during lessons, allowing students to engage in teamwork and take on various tasks rather than passively absorbing information This approach enhances both student-student and teacher-student interactions, ultimately making the classroom experience more enjoyable.

The flipped classroom model enhances learner autonomy by encouraging students to preview and study materials before class This approach allows them to develop skills in information searching and knowledge acquisition As students actively engage in the flipped classroom, they naturally practice and strengthen their learner autonomy.

Focusing on a student-centered approach can enhance course engagement, fostering a more interesting learning environment that boosts motivation By allowing students to learn at their own pace and in their preferred style, they become more actively involved in their education, leading to increased enthusiasm for studying.

The flipped classroom model focuses on enhancing students' deep understanding and higher-order thinking skills By actively seeking additional learning resources and completing various tasks, students can expand their knowledge base Furthermore, engaging in classroom discussions and collaborative activities fosters the development of their logical thinking abilities.

The flipped classroom model offers significant educational benefits across various contexts, enhancing the learning experience for both teachers and students when implemented effectively (Bergmann & Sams, 2012).

The disadvantages of the flipped classroom

Notwithstanding many benefits as acclaimed above, Kriegl (2018) summarized that the flipped classroom model still has its own limitations, concerning

The flipped classroom model presents several challenges that educators and students must navigate Firstly, it demands significant time and effort from both parties, with teachers needing to invest considerable time in preparing learning materials and assessing students, while students must dedicate hours to engaging with these resources and completing assignments Additionally, the variability in students' learning styles and abilities can complicate monitoring their progress, making collaboration difficult if they are unprepared Technological constraints also pose a challenge, as both teachers and students must be proficient in using IT tools; without this competence, the effectiveness of the flipped classroom may diminish Moreover, a proper understanding and positive perception of the flipped classroom approach are essential for both teachers and students to engage meaningfully in off-site and on-site activities Lastly, the success of this model may hinge on the characteristics of both teachers and students, requiring traits such as dedication and persistence for effective adaptation Recognizing these potential drawbacks is crucial for teachers aiming to implement the flipped classroom model successfully.

Teaching the writing skills with the flipped classroom

In terms of applying the flipped classroom model into a writing class, Gasmi

In 2017, it was emphasized that educators need to shift from traditional writing instruction, which often focuses on presenting model texts for students to imitate or analyze, to more dynamic approaches Gasmi's research also suggested incorporating the flipped classroom model in teaching writing skills, combining task-based activities that encourage active student engagement with the written language and a reversed teaching-learning sequence for enhanced understanding.

The flipped classroom model for enhancing writing skills involves two key stages: the "out-of-class" (pre-class) stage and the "in-class" stage In this innovative approach, both teachers and students assume distinct roles in each phase, fostering a more engaging and effective learning environment.

Out-of-class activities play a crucial role in enhancing student learning, particularly through the use of video lectures and material previews Teachers should focus on introducing fundamental writing concepts, such as crafting effective topic sentences For instance, a teacher can create a concise video lecture, lasting between 5 to 15 minutes, demonstrating how to write a strong topic sentence and upload it to a Learning Management System (LMS) like Moodle This approach allows students to engage with the material at their own pace, fostering a deeper understanding of the writing process.

To enhance learning, students should engage in weekly short online quizzes to assess their progress and read extensively on assigned topics Teachers can provide model texts and additional reading materials, such as authentic stories and news articles, to support idea development To foster a more interactive writing class, discussions can take place on the Learning Management System (LMS), where teachers can share Google Docs links for collaborative writing This platform allows students to access teacher feedback and view their peers' work and comments, transforming online collaborative writing into an effective synchronous discussion tool for out-of-class engagement.

In the final stage of the writing lesson, in-class activities focus on discussions and practical exercises tailored to students' language proficiency and interests, aligning with the current curriculum Students collaborate to create written texts, pose questions, and utilize peer and teacher feedback to enhance their writing quality Teachers can adapt their instruction by facilitating collaborative writing through Google Docs and teaching essential vocabulary and structures These activities aim to scaffold students' writing abilities, building on the knowledge gained from online learning materials.

The flipped writing classroom enhances traditional teaching by initiating pre-class activities where students engage with key writing concepts through quizzes and collaborative exercises In-class sessions focus on discussions, allowing students to provide feedback, pose questions, and participate in additional writing tasks This model requires active involvement from both teachers and students, utilizing appropriate technologies to facilitate the learning process effectively.

Advantages of teaching the writing skills with flipped classroom

According to Nguyen et al (2018), the application of flipped classroom in writing class can have many functions, in narrow and broad scope

The application enhances student learning attitudes by fostering autonomy and self-direction, allowing them to access diverse learning resources anytime and anywhere Additionally, the flipped classroom model accommodates various learning paces and styles, presenting a significant advantage over traditional methods that rely solely on lectures and practice.

& Ngabut, 2018) This kind of class could facilitate many types of interactions: teacher-student, student-student, and teacher-student-technology (Su Ping et al.,

2020) Those interactions can be greatly supported by the use of technologies (Jeong,

Flipped classrooms enhance learning motivation by providing diverse resources, leading to improved writing skills among students (Fauzan & Ngabut, 2018; Fathi & Rahimi, 2022; Sarani et al., 2020) These environments foster writing fluency and accuracy, as students can quickly review their work and benefit from peer feedback Collaborative activities in flipped classrooms enable students to gather more writing ideas and refine their organizational skills effectively (Sarani et al., 2020).

In the Vietnamese educational landscape, the integration of advanced technologies in teaching and learning is supported by favorable policies and robust ICT infrastructure in many schools The national English curriculum aims to incorporate technology into language education, highlighting the importance of these advancements in enhancing learning experiences.

Disadvantages of the teaching of writing skills with the flipped classroom

While the flipped classroom model in writing classes offers potential benefits, it also presents several drawbacks Limited empirical evidence suggests that it may not fully replace traditional teaching methods due to its uncertain impact on student learning outcomes (Kostaras, 2017) Additionally, the preparation of materials and the management of technical issues can pose significant challenges for educators (Ghufron & Nurdianingsih, 2021) Furthermore, online-based flipped classrooms demand a higher level of commitment from students, along with strong IT skills (Ghufron & Nurdianingsih, 2021) Both students and teachers may also face difficulties related to heavy workloads and unreliable internet connections (Ghufron & Nurdianingsih, 2021).

2021) Therefore, for anyone that is not ready and skillful for this kind of class, it can be challenging.

Previous studies

Regarding the use of a flipped classroom model for writing classes to enhance students’ writing skills, many pieces of research were conducted in both foreign and Vietnamese contexts

The action project by Gasmi (2017) examined the impact of a flipped writing classroom on the students’ engagement with an academic writing course The total of

A study involving 57 intermediate EFL learners in Oman examined the impact of flipped writing instruction on student engagement The findings revealed that students, irrespective of their cultural backgrounds, actively participated in the flipped writing classes Additionally, a strong correlation was found between students' IT skills and their language proficiency, highlighting the effectiveness of the flipped classroom approach in enhancing learning outcomes.

A study by Fauzan and Ngabut (2018) surveyed 34 English majors at a local university in Indonesia to explore their perceptions of a flipped writing class The participants completed a questionnaire featuring both close-ended and open-ended questions The findings revealed several perceived benefits of the flipped classroom model, including the convenience of distance learning, enhanced commitment to self-study, deeper learning experiences, and improved effectiveness in writing projects.

In a study by Gỹvenỗ (2018), the effectiveness of the flipped classroom model was explored in a 13-week intensive Reading and Writing course with 23 advanced students The research utilized students' self-reflections, teachers' observational notes, and a post-survey to gather data The findings revealed that students held positive attitudes toward the flipped classroom approach, as it facilitated learning beyond the traditional classroom setting and enhanced their self-study skills and interactional competence.

Sarani et al (2020) conducted experimental research comparing the effects of online flipped classrooms with traditional classroom settings The study involved 48 advanced students, who were equally divided into a control group (CG) and an experimental group (EG).

In a study comparing traditional flipped classrooms to online modes, students in the online flipped writing class demonstrated a statistically significant improvement in their writing ideas, organizational patterns, and lexical resources after the intervention However, the technique did not show a significant impact on the students' written accuracy.

Su Ping et al (2020) conducted a qualitative study to investigate the learning experiences of 18 advanced Malaysian students in a flipped writing class, utilizing semi-structured interviews as their primary research method The findings revealed five key themes: enhanced preparation, increased engagement and interaction, improved in-class practice, and heightened motivation among students.

“immediate feedback”, and “self-efficacy” These five themes were also perceived key benefits of the flipped writing class, confirmed by the interviewees

Wu et al (2020) conducted action research in Taiwan to investigate the effects of online flipped writing class, compared to the traditional one The participants were

A study involving 49 second-year English majors, divided into control and experimental groups, explored the impact of an online flipped writing model on students' motivation for writing Utilizing various data sources, including pretests and posttests on essay writing across different genres, a demotivation questionnaire, semi-structured focus group interviews, and student reflections, the findings revealed that the model effectively reduced writing demotivation Key factors contributing to this reduction included students' intrinsic motivation for improving writing skills, a positive classroom atmosphere, appropriate teaching materials, quality written products, effective teaching approaches, and relevant lesson content.

Kansızoğlu and Cửmert (2021) included 28 advanced students in an EG and

This experimental research investigates the effects of the flipped classroom model on students' metacognitive writing awareness and writing outcomes In the study, the control group received traditional face-to-face instruction, while the experimental group engaged in a flipped classroom approach The evaluation of writing performance was conducted using the Narrative Text Analysis Rubric, highlighting the differences in outcomes between the two teaching methods.

“Metacognitive Writing Awareness”, the researchers concluded that the EG outweighed those two dependent variables after the treatment

Fathi and Rahimi (2022) conducted a quasi-experimental study to evaluate the impact of the flipped writing class model on the writing competence of intermediate students The research involved 51 participants who completed two assessments, a pre-test and a post-test, each consisting of two 50-minute writing tasks The results of the study were analyzed to determine the effectiveness of the flipped classroom approach in enhancing students' writing skills.

The study revealed that the flipped classroom model significantly enhances students' global writing performance and fluency compared to traditional methods While both flipped and non-flipped classrooms contribute to improving writing skills, the flipped approach demonstrates more pronounced benefits in these areas.

In Vietnam, Nguyen (2018) utilized a mixed-methods research design, incorporating questionnaires and interviews, to assess students' perceptions of the flipped classroom model The study involved 28 first-year advanced students who, after participating in a flipped course, exhibited significant improvements in their language skills This instructional approach fostered greater autonomy in learning and enhanced students' self-confidence throughout their educational journey.

Nguyen et al (2018) explored the challenges faced by 34 second-year English majors in Vietnam when studying grammar in a flipped classroom Through questionnaires and semi-structured interviews, the researchers identified several constraints that hindered effective learning, including disorientation in the learning process, an overload of materials and tasks, and a lack of ICT resources and immediate support These factors represent significant barriers to the successful implementation of flipped classroom models in Vietnamese educational settings.

Nguyen et al (2019) conducted mixed-methods research involving 40 advanced university students, utilizing writing pretests and posttests, questionnaires, and interviews The results indicated that a flipped writing classroom significantly improved students' writing performance and enhanced their overall learning experience.

A study by Do (2022) examined the effectiveness of a flipped writing classroom on the writing performance of advanced Vietnamese students Data was collected through writing pretests and posttests, questionnaires, classroom observations, and interviews, involving 32 English majors and 2 lecturers The findings indicated that this instructional approach significantly improved students' writing outcomes and enhanced their motivation to learn writing Additionally, teachers acknowledged the benefits of flipped writing instruction, including timely feedback, convenience for peer feedback, and the ability to easily monitor students' writing progress.

The flipped writing classroom significantly enhances students' writing skills by promoting timely feedback and interaction during the learning process While existing studies primarily rely on quantitative measures such as pretests, posttests, and student questionnaires, along with qualitative methods like interviews, there is a lack of research utilizing other qualitative data sources, such as observational notes or document analysis Additionally, this topic remains under-explored within the Vietnamese context.

Conceptual framework

Figure 1.6 The Conceptual Framework of the Study

The current conceptual framework examines the attitudes of teachers and students towards the flipped classroom model and its benefits for peer correction This study investigates the impact of the flipped classroom on the editing stage of writing, highlighting its potential to enhance students' writing skills, promote learner autonomy, and foster increased class interaction and motivation According to Nguyen et al (2018), the flipped classroom approach can lead to improved writing fluency and accuracy, facilitate convenient peer feedback, and enhance the organization of written ideas However, it may also present challenges such as inconsistent learning outcomes, difficulties in material preparation, technical issues, and the necessity for high levels of learner autonomy from both teachers and students.

IT competence, and other relevant skills (e.g., time management, problem-solving, etc.)

This chapter presents key theories of the flipped classroom model and its relevant components as well as the application to a writing class for improvement of

10th graders at Nguyen Binh Khiem High school

The success of writing skill development in students heavily relies on the attitudes of both teachers and students, particularly during the post-writing editing phase While existing studies primarily utilize quantitative methods, such as pretests, posttests, and student questionnaires, along with qualitative interviews, there is a noticeable lack of research employing alternative qualitative data sources like observational notes or document analysis This gap highlights the under-explored nature of this topic within the Vietnamese educational context.

METHODOLOGY

Research method and design

The researcher identifies the case study as an effective method for examining students' attitudes toward the flipped classroom model and assessing its impact on writing, particularly through peer correction at NBK High School This approach will clarify the organization of the flipped classroom model and highlight its potential benefits.

The case study commenced with a real-life observation of the flipped classroom model, focusing on qualitative data The researcher, who was also the teacher at NBK High School, meticulously observed her class during five writing lessons to assess the stages of the flipped classroom and evaluate student participation and attitudes towards this approach This setting provided convenient access for data collection and analysis Significant events were noted across three key stages of the flipped classroom, including the "pre-class" phase.

The initial focus on "while-class" and "post-class" activities highlighted the operational and management aspects of the flipped writing classroom Subsequent student surveys provided quantitative insights, while teacher interviews offered qualitative perspectives on their attitudes towards this instructional approach Ultimately, the integration of these data sources enabled a comprehensive conclusion about the impact of the flipped writing classroom on students' peer correction practices.

The case study method is essential for researchers due to its ability to provide in-depth and multifaceted insights into specific contexts without the necessity for standardized sampling or large sample sizes (Creswell, 2012) As highlighted by Paltridge and Phakiti (2015), case studies are not intended to generalize findings but rather to explore phenomena within their local contexts One significant advantage of case studies is that they can involve a sample size as small as one participant, focusing on accurately understanding real situations rather than adhering to quantitative study requirements Additionally, case studies allow for comprehensive analysis through the examination of specific examples from single or multiple cases, making them a valuable research tool These characteristics underscore the rationale behind selecting the case study method.

The study utilized both quantitative and qualitative research methods to enhance the findings Quantitative data was collected through a post-course student survey, while qualitative insights were gathered from class observations and interviews with teachers and students.

Research context

The research was conducted at Nguyen Binh Khiem High School in Nhon Trach District during the second semester of the 2022-2023 academic year, where one multimedia classroom is available, equipped with modern facilities like projectors and screens The study focused on a single intact class of 42 students in class 10A1, who engaged in a flipped writing classroom model during this period Despite having the necessary resources, local EFL teachers at NBK High School infrequently utilized the flipped classroom approach, primarily due to a preference for saving time and effort in writing instruction.

Samples and participants

The study used convenience sampling method to include research participants

The researcher selected student participants for the study due to easy access during writing instruction in the semester, and the students' eagerness to learn effective techniques to enhance their writing skills However, it is important to note that the convenience sampling method used limits the ability to generalize findings to the entire population, as it does not encompass all representatives (Creswell, 2012) Consequently, this sampling strategy was employed solely to obtain relevant research insights within the specific educational context.

The study involved a class of 42 tenth graders, all 16 years old, who had a minimum of four years of English learning experience and varied proficiency levels Their high school entrance exam scores indicated that most achieved English test results between 5.5 and 6.5 The class had an equal distribution of male and female students, with many expressing that they find English writing skills challenging These students served as the informants for the questionnaire used in the research.

Five experienced teachers participated in an email interview, providing their insights directly to the researcher This group consisted of two male and three female educators, each with a minimum of 10 years of experience teaching English to high school students.

Instruments

Creswell (2012) emphasized that interviews provide in-depth insights from research participants Depending on the research objectives and context, various interview methods can be employed, including one-on-one interviews (face-to-face), focus group interviews (group discussions), telephone interviews, and email interviews.

Open-ended questions in questionnaires allow for more detailed responses, enhancing data collection In interviews, three main formats exist: non-structured, structured, and semi-structured interviews (McIntosh & Morse, 2015) Among these, semi-structured interviews (SSI) provide flexibility for interviewers to ask follow-up questions while maintaining a formal structure, making them valuable for qualitative and mixed-methods research Additionally, data gathered from SSI can be analyzed numerically, depending on the researcher's needs and goals.

To conduct an effective interview, it is essential to have a clear and valid plan that includes key questions and procedural steps Sending the main questions to interviewees in advance allows them to prepare thoughtful responses Additionally, both the interviewer and interviewees should agree on the interview format—whether personal or impersonal, via email, phone, or face-to-face, and whether it will be recorded Finally, the interviewer must ensure a reliable and valid framework for gathering and analyzing information.

An interview was conducted to assess teachers' attitudes towards the flipped writing classroom and its effectiveness in enhancing students' writing skills, particularly during the post-writing stage involving peer correction The interview comprised eight key questions, with hints provided as needed to clarify and support the responses of the interviewees.

Questionnaires are a widely used tool for systematically gathering participant information and responses (Creswell, 2012) However, Iwaniec (2019) emphasizes the importance of carefully considering aspects such as layout, question design, reliability, validity, and administration mode when creating and distributing a questionnaire.

According to Saris and Gallhofer (2014), effective questionnaire design begins with a comprehensive introduction that outlines key research information, followed by a thank-you note to acknowledge participant contributions It is crucial that questions are crafted with clarity, avoiding jargon and complex terms to prevent misunderstanding The design should minimize negative constructions and refrain from double-barreled questions, while ensuring that questions do not elicit the same responses Researchers must decide between close-ended questions, such as multiple choice and Likert scales, and open-ended questions that allow for free-form answers Zhou et al (2017) suggest that using a mix of question types enhances the interpretation of findings.

The questionnaire of the current study, adapted from the study by Nguyen

In 2018, a study was conducted to explore students' attitudes towards the flipped writing classroom, focusing on the pre-class stage and its perceived effectiveness in enhancing writing skills The research also evaluated the existing facilitating conditions for the flipped classroom model at NBK High School Utilizing an online questionnaire via Microsoft Forms, the study gathered data immediately following a writing class conducted through the MS Teams application, chosen for its convenience in data collection and analysis.

The questionnaire consists of four sections, encompassing a total of six main questions The first section gathers demographic information from students, including gender, age, and English learning experience The second section assesses students' attitudes towards the pre-class stage on MS Teams using eight items measured on a 5-point Likert scale, from 1 (Strongly Disagree) to 5 (Strongly Agree) Section three focuses on students' self-evaluation of the entire writing course, featuring 13 items also rated on a 5-point Likert scale The final section presents a multiple-choice question that allows for multiple responses, addressing the facilitating conditions for the flipped classroom model at NBK High School, as confirmed by student informants.

Teaching and learning materials

In the second semester of the high school English course, students engage in 51 periods over 17 weeks, with three periods each week Each unit comprises eight consecutive lessons, but writing sessions are limited to just one per unit Consequently, the flipped writing classroom format occurs only once per unit, resulting in a total of five classroom meetings dedicated to developing writing skills throughout the semester.

The English textbook for level 10, titled "Global Success" and published by MOET, aligns with the national curriculum and consists of 10 units along with 4 review lessons In the second semester, five specific units are implemented to enhance students' learning experience.

- “Unit 7: Vietnam and international organizations”

- “Unit 8: New ways to learn”

This writing course aims to enhance students' paragraph writing skills while supporting their language and mechanics usage The teacher, acting as a researcher, plans to implement a flipped classroom approach to provide diverse writing practice opportunities for students.

Teaching procedure

The flipped writing class at Nguyen Binh Khiem High School, adapted from Gasmi's (2017) flipped classroom model, consists of three key phases: "pre-class," "in-class," and "post-class."

The "pre-class" phase encourages students to generate relevant ideas and structure a paragraph around a specific topic The subsequent "post-class" stage focuses on enhancing students' writing skills by promoting accuracy and fluency through practical writing exercises Finally, this phase guides students to review their written work, fostering deeper learning reflections and insights.

In the initial stage of the class, the teacher assigns adapted reading material from the textbook that includes essential vocabulary and grammatical structures to enhance students' writing skills This material features one to two sample paragraphs related to the unit's topic, which the teacher announces in the online forum and during previous classes Additionally, on the Microsoft Teams platform, the teacher sets up a short writing assignment for each student, where they must rearrange scrambled sentences, such as “fun/ it/ blended/ is/ learning/ have/ to.” Each group of four students collaborates to edit these scrambled sentences, applying their linguistic and non-linguistic knowledge to create coherent sentences Each group is tasked with working on four sentences and reviewing the outputs of other groups Finally, the teacher assesses all submitted texts, providing feedback and manually grading the students' work.

In the second stage of the writing class, the teacher reviews previous written work, providing scores and feedback, which prompts students to ask questions and share comments The teacher then introduces textbook-based writing activities, allowing students to collaborate in teams to construct paragraphs on paper, while offering supervision and support Once the paragraphs are finalized, students exchange their work for peer feedback based on guidelines provided by the teacher After this feedback session, the teacher selects one effective paragraph to display on the projector screen, where students observe and take notes on useful vocabulary, sentence structures, and ideas The lesson concludes with the teacher introducing additional lexical items and grammatical structures relevant to upcoming writing assignments.

In the final stage of the writing lesson, the teacher evaluated checklists and paragraphs to provide constructive feedback The effectiveness of peer correction was assessed, and anonymous peer feedback was shared on MS Teams Subsequently, students were instructed to individually rewrite their paragraphs and engage in additional free writing practice at home in preparation for the next lesson.

Phase Context Agent Stage Activities Time length

Teachers - Share reading materials/ videos relevant to the given topic

- Assign collaborative sentence writing exercises related to the given topic

- Assign the topic on MS Teams

- Preview all materials -Finish the collaborative writing exercises individually

-Prepare ideas for the given topic individually; then, post them on MS Teams for reference

Students brainstorming ideas + organizing the ideas, planning the writing:

 Ts correct the sentence writing exercises assigned on MS Team

 Ss depend on shared ideas on MS Teams and select the most appropriate ideas among them in groups

- Start the step 2: Teachers request students to write paragraphs in groups

 Teachers deliver the checklist and guide students to edit paragraphs in groups (Appendix E)

 Students depend on the checklist to finish their self-edition of paragraphs before submissions

 Ts collect the checklists and writing papers

Table 2.1 The procedure of teaching in a flipped paraghraph writing class

The integration of MS Teams in the school enabled the effective implementation of the flipped classroom model, enhancing student engagement prior to in-class sessions By utilizing MS Teams, students became more attentive to lectures and actively participated in writing activities beforehand This platform fosters live interactions between teachers and students through streaming discussions, while also facilitating writing assignments such as quizzes, polls, and other tasks.

Data collection and analysis

The teacher implemented a flipped classroom model for writing instruction, facilitating a semi-structured interview process that was negotiated and conducted via email for convenience Interview questions were sent in advance, allowing participants to prepare their responses, which they submitted voluntarily in their preferred format—either written messages or audio files Additionally, a student questionnaire was created using Google Forms and shared through a QR code posted in the students' Facebook group, ensuring all students had access to complete it with clear information about the research.

To minimize biases, all essential questionnaire items were translated into Vietnamese to enhance understanding for the participants A local expert thoroughly reviewed both the questionnaire and interview questions to ensure the validity of these tools.

The data analysis from the questionnaire was efficiently handled by Google Forms, which provided downloadable spreadsheets and accessible graphs In addition, the emailed interview responses were meticulously reviewed, and the insights were categorized into key themes, including the "pros of the flipped classroom" and the "cons of the flipped classroom."

- Give comments on the checklists and papers by students; post them on MS Teams

- Take experiences on their own papers and even other students’

“writing stages for this application”, and “the usefulness of this classroom model for the peer correction” The framework of analysis was based on Nguyen et al (2018)

The results section presents findings aligned with the key research questions, showcasing data sourced from students prior to the insights gathered from teachers' email interviews.

Reliability and validity

The interview questions and questionnaire underwent expert proofreading by the supervisor to ensure their validity To minimize potential biases from misinterpretation, the questionnaire was translated into Vietnamese for the students, while the original English questions remained intact for experienced English teachers This approach aimed to reduce biases in translating interview responses from Vietnamese to English.

The research methodology is designed to ensure reliable results, with all research instruments meticulously proofread by an expert to guarantee comprehensive findings Additionally, the student questionnaire underwent a pilot test with ten voluntary participants and was subsequently retested in the current study.

This case study utilized semi-structured interviews with five participants and a questionnaire distributed to 42 tenth graders at Nguyen Binh Khiem High School The questionnaire was administered after a writing instruction course conducted in a flipped classroom format, followed by the interviews to gather additional insights.

RESULTS & DISCUSSIONS

Results and discussions

The teachers’ responses during the interview revealed that they were in favor of the flipped classroom model for teaching and learning English in general and writing instruction in particular

Most teachers recognize that the flipped classroom model enhances students' writing skills by promoting active learning and providing access to diverse resources This approach not only saves time but also fosters deep knowledge and skill development Insights from five interviewees further support the effectiveness of this innovative teaching strategy.

Active learning offers numerous advantages, such as fostering student self-direction and engagement in the learning process, reducing lecture time, and creating more dynamic and enjoyable classroom experiences By implementing active learning strategies, educators can save time while making lessons more interesting and effective.

“I think there are 3 main benefits, like active learning, more learning resources, and maybe profound knowledge and skill” active learning, more learning resources, profound knowledge, skill

“Well students can learn English more actively, and even learn and practice more, I believe.” active learning, more practice

The flipped classroom model effectively promotes student self-study, allowing teachers to dedicate more time during class for hands-on practice and engagement.

The flipped classroom model is essential as it encourages students to engage with learning materials prior to class This approach allows for more meaningful in-class activities, such as detailed explanations of assignments and enhanced practice in discussion and communication skills By preparing beforehand, students can maximize their learning experience and participation during classroom sessions.

Table 3.1 Teachers’ responses to questions in the interview

The interviews with teachers revealed that "active learning" is the primary advantage of the flipped classroom model, as indicated in Table 4.1 Teachers noted that this approach not only saves lecture time but also makes classes more engaging Teacher 2 emphasized that the model enhances the learning experience by providing access to diverse resources, which deepens students' knowledge and skills Teacher 3 highlighted the extensive opportunities for students to practice their language skills Furthermore, Teachers 4 and 5 agreed that the flipped classroom facilitates more practical activities since key lectures are completed before class sessions Overall, the teachers expressed positive views on implementing the flipped classroom model for English education.

All teachers expressed a positive attitude towards the applicability of the flipped classroom model in EFL writing instruction Their interview responses indicated a consensus on the effectiveness of this approach for enhancing writing skills.

2 Do you think this approach benefits the teaching and learning English writing?), especially for the post- writing (Question 3 What stage of the writing process does it assist much in your opinion?), which is briefly presented as follows

The flipped classroom model offers valuable advantages for students by allowing them to independently learn essential vocabulary and sentence structures before class This preparation enhances their writing skills, enabling more effective practice during class time Particularly beneficial for the pre-writing and post-writing stages, this approach empowers students to familiarize themselves with key concepts, ultimately improving their overall writing proficiency.

With the assistance of technology, students can easily evaluate their writing process and enhance the quality of their work Utilizing helpful vocabulary and grammar tools during pre-writing and post-writing stages significantly improves their writing skills and accuracy.

Writing classrooms offer three key benefits: access to reading materials that aid in idea development, ample opportunities for extensive writing practice, and convenient corrective feedback from instructors These elements collectively enhance the writing skills of students and foster their creativity.

Students can enhance their writing skills by developing more innovative ideas through self-directed learning prior to class, allowing teachers to conserve valuable lecture time.

“I belive that the flipped classroom is more useful for the writing lesson if it is well prepared by the teacher

Uhm, it could facilitate the students’ acquisition of grammar, vocabulary, and especially transitional words” writing accuracy and fluency

“EFL teachers can use the flipped classroom model to make students learn to write more actively They could improve their writing

“writing fluency” fluency better than the traditional class because they cannot”

Table 3.2 Attitudes’ teachers’ responses to the flipped writing class

Instructors expressed positive attitudes toward the flipped classroom model for writing instruction, highlighting its potential to enhance the quality of students' written ideas Teachers noted that this approach facilitates the correction and review of written work, while also aiding in vocabulary and grammar acquisition through extensive writing practices The flipped classroom allows teachers to take a more supportive role, freeing up time for lectures and enhancing the learning experience Additionally, it promotes improvements in grammar, vocabulary, transitional words, and overall writing fluency, encouraging students to engage more actively in their writing studies Overall, the interviewed teachers approved of the numerous benefits associated with the flipped classroom format for teaching writing.

All interviewees recognized that the flipped classroom model significantly enhances all stages of writing, particularly pre-writing and post-writing This improvement is attributed to three key factors: first, it allows students more time to review vocabulary, grammar, and mechanics, addressing the challenge of completing timed writing tasks in class Second, it enables teachers to provide more individualized feedback on written assignments outside of class time Lastly, the model promotes peer correction through supportive educational platforms, fostering collaborative learning.

# Stage On time finished writing

No No Yes Yes, on

No Yes, but only a few students

Yes No screen, white board

No No Yes Yes, on

Table 3.3 Teachers’ responses to the other questions in the interview

Teachers 1, 4, and 5 emphasized that the flipped writing classroom enhances the writing process in both pre-writing and post-writing stages In contrast, Teachers 2 and 3 found the model beneficial for all three stages: pre-writing, while-writing, and post-writing Additionally, all teachers acknowledged that not all students were able to submit their writing assignments on time during class.

In a recent discussion among teachers, it was noted that while Teachers 2, 3, and 4 felt able to provide some corrections to students during class due to time constraints, Teachers 1 and 5 believed they could not offer feedback in that setting All teachers acknowledged the value of peer correction in writing classes, as it alleviates the pressure of providing individual feedback on students' writing assignments Furthermore, Teachers 1, 4, and 5 emphasized the importance of task preparation prior to class, which aids students in reviewing key vocabulary and grammatical structures necessary for writing paragraphs This preparation not only enhances students' writing skills but also equips them with relevant competencies for the main writing tasks ahead.

Limitations

The research has a few limitations First, all findings were based on insights of the teachers and the students at the same context Second, the limited sample size,

In a class of 42 students and 5 voluntary teachers, the implementation of a flipped writing classroom may not comprehensively address all aspects of writing instruction This study primarily emphasizes the advantages of peer correction during the post-writing stage, rather than delving deeply into writing accuracy and fluency, aligning with the research objectives.

Implications

The flipped classroom model offers significant benefits for writing classes at NBK High School, emphasizing the need for adequate facilities, such as high-speed Internet, to support its implementation Educational policymakers should ensure that schools are well-equipped, while teachers are encouraged to adopt this approach to enhance their writing instruction By fostering active learning and focusing on writing practice and feedback, teachers can implement effective activities like sharing lecture materials before class, engaging in collaborative writing, and facilitating peer correction Additionally, students must adapt their learning attitudes and strategies, particularly in developing teamwork skills, to fully benefit from this innovative educational model.

This study investigates the effectiveness of a flipped writing classroom in enhancing high school students' writing skills, with a particular emphasis on the advantages of peer correction during the post-writing phase It also examines the perceptions of both teachers and students regarding this teaching approach Data was collected through an online questionnaire for students and semi-structured interviews with five teachers The flipped writing classroom comprises three key stages: "pre-class," "in-class," and "post-class." In the pre-class stage, students prepare for upcoming lessons by accessing relevant lecture videos and reading materials on the MS Teams platform, culminating in a collaborative sentence writing task During the in-class session, students receive instruction on paragraph writing, collaborate in groups to construct paragraphs, and engage in peer feedback Finally, in the post-class stage, the teacher gathers anonymous peer feedback via MS Teams, allowing students to review and individually revise their written work.

The flipped classroom model offers significant advantages for overall learning, particularly in promoting active student engagement, optimizing classroom time, and enhancing language practice It is especially beneficial for writing, improving both accuracy and fluency, while also facilitating valuable peer feedback in writing classes Research participants, including both teachers and students, consistently report positive attitudes and experiences with the flipped classroom model, highlighting its effectiveness in the writing educational context.

The flipped classroom model enhances peer correction in writing classes, allowing local high school teachers to reflect on their current instructional methods By adopting this model, educators can promote active learning and prioritize writing practice and feedback during class Effective activities include sharing lecture posts and reading materials prior to class, engaging in collaborative writing exercises followed by peer correction, and facilitating reflective discussions in the post-class stage.

The flipped classroom model offers significant advantages for students by improving their writing skills and fostering peer correction during the post-writing phase Additionally, it highlights the positive attitudes of both teachers and students towards this innovative educational approach.

Research indicates that the flipped writing classroom enhances teachers' ability to provide detailed corrections and feedback on student writing This model encourages students to engage in peer corrections, fostering active learning skills Both teachers and students express positive attitudes towards the flipped classroom approach, which significantly contributes to improving students' writing skills.

The study acknowledges limitations, including a small sample size of students and teachers and a focus on qualitative findings Nevertheless, it highlights the effectiveness of the flipped writing classroom model in enhancing peer correction in writing and boosting students' learning motivation.

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Understanding the writing process is essential for overcoming obstacles in your writing journey If you're unfamiliar with this process, it may be hindering your ability to express ideas effectively Mastering writing techniques can significantly enhance your skills and boost your confidence For more insights on how to improve your writing, check out Brandon Bufe's article on LinkedIn.

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This interview helps the researcher understand the context of Nguyen Binh Khiem high school, in terms of the teachers’ difficulties in teaching writing to local students

It is an honor for me to interview two of you today

You know, my current research is about the effects of flipped classroom model to improve EFL learners’ writing skill

To start my research, I would like to know your current problem in grading and giving comments to students’ written works in class

Can you share your answers to this question:

“What are your descriptions about the flipped classroom model?”

Let’s start with Ms V What do you think about this?

Ms V finds it extremely challenging to grade students' writing assignments within a single semester due to her heavy teaching load, which includes multiple classes The sheer volume of written assignments, especially when there is at least one writing homework task per class, becomes overwhelming.

Interviewer: I see Because the number of students is large, correcting their written works becomes a workload for you, right?

Interviewer: How about Ms T? Do you have the same problem?

Ms T: “Similar I am teaching about 5 classes this semester Each class studies English three times a week Thus, there are so many written works I am supposed to correct and give comments.”

Interviewer: Thank for both of you today!

APPENDIX B: INTERVIEW QUESTIONS (FOR TEACHERS)

1 What are your descriptions about the flipped classroom model?

2 In your opinion, what are benefits the teaching and learning English writing?

3 What stage of the writing process does it assist much in your opinion?

4 What do you think about this benefit of the flipped classroom: Students can finish their writing papers on time if teachers apply the fillipped classroom model?

5 What are your problems with corrections to students’ written texts in a traditional class?

6 What are your opinions on using peer correction in your writing class?

7 What are your suggestions on assigning pre-tasks before class to the students?

8 How is your classroom equipped?

APPENDIX C: THE QUESTIONNAIRE (FOR STUDENTS)

Part II: ATTITUDES TOWARDS THE FLIPPED CLASSROOM MODEL

Please put a tick () into a box to show whether you agree or disagree with the following statements

(Note:1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)

The assignment before class engage me to join MS Teams with pleasure

It is easy for me to recieve and submit assignments from my teachers online

Reading all relevant materials posted online is helpful for me

Watching the videos about the given topic online is enjoyable and useful

I feel confident and willing to post my ideas of the given topic on MS

I feel ashamed with teachers’online feedbacks about my papers

Teachers’ online comments are very beneficial to me

Part III: ABOUT THE FLIPPED WRITING CLASS

Please put a tick () into a box to show your agreement with the following statements (Note:1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)

I can generate many rich ideas

I can collect more words, phrases, and expressions on the given topic thanks to MS Teams

I am able to plan the paragraph structure better

I am encouraged much to write in group

I feel more confident with grammar and structures when doing my writing

I can complete my writing paper in groups on time

I am not under pressure about time limitation

The checklist is very helpful for me

The checklist helps me identify errors more exactly

I become more confident to give my opinions on my friends’papers thanks to the checklist

I am ready to recieve remarks from my friends

I feel more motivated to join in the writing class

PART IV: FACILITIES FOR AN EFFECTIVE FLIPPED CLASSROOM

In your opinion, which of the following items are in your class?

(You can select MORE THAN one option)

 high-quality of the Internet connection

APPENDIX D: THE TEACHING PROCEDURE OF A PARAGRAPH

(use of the Flipped classroom model)

Phase Context Agent Stage Activities Time length

- Share reading materials/ videos relevant to the given topic

- Assign collaborative sentence writing exercises related to the given topic

- Assign the topic on MS Teams

- Preview all materials -Finish the collaborative writing exercises individually

-Prepare ideas for the given topic individually; then, post them on MS Teams for reference

Students brainstorming ideas + organizing the ideas, planning the writing:

 Ts correct the sentence writing exercises assigned on MS Team

 Ss depend on shared ideas on MS Teams and select the most appropriate ideas among them in groups

- Start the step 2: Teachers request students to write paragraphs in groups

 Teachers deliver the checklist and guide students to edit paragraphs in groups (Appendix E)

 Students depend on the checklist to finish their self-edition of paragraphs before submissions

 Ts collect the checklists and writing papers

- Give comments on the checklists and papers by students; post them on MS Teams

- Take experiences on their own papers and even other students’