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

MINISTRY OF EDUCATION AND TRAINING

LAC HONG UNIVERSITY

DOAN THI THANH HANG

THE EFFECTS OF FLIPPED CLASSROOM MODEL ON

AT NGUYEN BINH KHIEM HIGH SCHOOL

MASTER GRADUATION PROJECT

IN ENGLISH LANGUAGE

MAJOR: ENGLISH LANGUAGE MAJOR CODE: 8220201

INSTRUCTORS

1 Huynh Thi Bich Phuong, Ph.D

2 Nguyen Thu Huong, Ph.D

TABLE OF CONTENTS

ACKNOWLEDGEMENTS v

ABSTRACT vi

THE RECOGNIZANCE FOR NON-PLAGIARISM vii

LIST OF ABBREVIATIONS AND SYMBOLS viii

LIST OF FIGURES ix

LIST OF TABLES AND CHARTS x

INTRODUCTION 1

Background to the study 1

The statement of problem 2

Aims and objectives 3

Research questions 4

Scope of the study 4

Significance of the study 5

Organization of the project 5

Definition of key terms 6

CHAPTER 1: LITERATURE REVIEW 7

1.1 Writing skills 7

1.1.1 The writing skills 7

1.1.2 Elements of writing skills 7

1.1.3 Criteria for a good piece of writing 8

1.1.4 The writing process 8

1.1.5 Peer correction in relation to improving writing skills 10

1.1.5.1 Peer correction 10

1.1.5.2 Advantages and disadvantages of collaboration in pairs and in groups

10

1.1.5.3 How collaborative work assists peer correction for students’ improving writing skills 11

1.1.6 The paragraph writing 11

1.1.6.1 Paragraph 11

1.1.6.2 Paragraph structure 12

1.1.6.3 Criteria for a good paragraph 12

1.2 Attitude 14

1.2.1 Attitude 14

1.2.2 Learning attitude 14

1.2.3 Components of learning attitude 14

1.3 Flipped classroom model 14

1.3.1 History 14

1.3.2 Definition 15

1.3.3 Elements 17

1.3.4 Some misconceptions of the flipped classroom 17

1.4 Teaching with the flipped classroom model 18

1.5 The advantages of the flipped classroom 21

1.6 The disadvantages of the flipped classroom 22

1.7 Teaching the writing skills with the flipped classroom 23

1.8 Advantages of teaching the writing skills with flipped classroom 25

1.9 Disadvantages of the teaching of writing skills with the flipped classroom model 26

1.10 Previous studies 26

1.11 Conceptual framework 30

Summary 30

CHAPTER 2: METHODOLOGY 32

2.1 Research method and design 32

2.1.1 The design 32

2.1.2 The method 32

2.2 Research context 33

2.3 Samples and participants 33

2.3.1 Samples and Sampling 33

2.3.2 Participants 34

2.4 Instruments 34

2.4.1 Semi-structured interview 34

2.4.1.1 Principles 34

2.4.1.2 The interview 35

2.4.2 Questionnaire 35

2.4.2.1 Principles 35

2.4.2.2 The current questionnaire 36

2.5 Teaching and learning materials 36

2.6 Teaching procedure 37

2.7 Data collection and analysis 40

2.8 Reliability and validity 41

CHAPTER 3: RESULTS & DISCUSSIONS 42

3.1 Results and discussions 42

3.1.1 Teachers’ responses 42

3.1.2 Students’ responses 42

3.1.2.1 Students’ information 48

3.1.2.2 Students’ attitudes towards the flipped classroom model 49

3.1.2.3 Students’ attitudes towards the flipped writing class 51

3.1.3 Discussions 53

3.2 Limitations 54

3.3 Implications 54

Summary 54

CONCLUSION 55 REFERENCES

APPENDIX A: INTERVIEW (FOR TEACHERS)

APPENDIX B: INTERVIEW QUESTIONS (FOR TEACHERS)

APPENDIX C: THE QUESTIONNAIRE (FOR STUDENTS)

APPENDIX D: THE TEACHING PROCEDURE OF A PARAGRAPH

WRITING

APPENDIX E: THE CHECKLIST FOR PEER CORRECTION

ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to the Faculty of Foreign Languages, the Postgraduate Department at Lac Hong University and all the lecturers for their priceless wisdom, encouragement, help and kindness during my study and writing this thesis

In the second place, I wish to extend my great honor and deepest gratitude to

my adviser, Huynh Thi Bich Phuong, Ph.D & Nguyen Thu Huong, Ph.D for their invaluable guidance, correction, facilitation and encouragement in the writing of this thesis

My special thanks also are forwarded to Mr Nguyen Van Vien, the Headmaster of Nguyen Binh Khiem High School where I am working, who had permitted me to conduct this research in his school My thanks are presented to all the English teachers of the school’s English group for their help and advice during the implementation of the research And then, my great thanks are extended to students of class 10A1 (school year: 2022-2023) for their cooperation during the time

ABSTRACT

Flipped classroom model has been considered a helpful pedagogical innovation among so many teaching methodologies As an attempt to present its possibility of implement to writing classes at Nguyen Binh Khiem High school in Nhon Trach District, Dong Nai Province, the author focused on 1 class of 42 tenth graders and a group of 5 voluntary teachers as a specific case study; then, an interview for the teachers and a questionnaire for students were conducted to collect their attitudes about the issue 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 the post-stage of the writing process The research also investigates teachers’ and students’ attitudes towards this model, especially for the writing class The results revealed that the flipped classroom model satisfies the teaching of writing skills; over 80% participants expressed their positive attitudes towards the flipped classroom model which enhances students’ ability in peer correction as well Finally, the research findings shed the light of pedagogical implications for the teaching and learning of writing skills at high school

Key words: writing skills, flipped classroom, peer correction

THE RECOGNIZANCE FOR NON-PLAGIARISM

I declare that this project is the result of my own research and that it has not been submitted to any other university or institution in full or in part No other person's work has been used without due acknowledgement in the text of the project, except where a reference is mentioned

Dong Nai, July, 2024

Author

DOAN THI THANH HANG

LIST OF ABBREVIATIONS AND SYMBOLS

CALL: Computer-Assisted Language Learning

CG: control group

CS: concluding sentence

EFL: English as a Foreign Language

EG: experimental group

F: “flexible environment”

I: intentional content”

ICT: the Information Communication & Technology

L: “learning culture”

MALL: Mobile-Assisted Language Learning

MOET: Ministry of Education and Training

NBK: Nguyen Binh Khiem

NFLP: the National Foreign Language Project

LIST OF FIGURES

Figure 1.1 The stages and sub-stages of the EFL writing process (Bufe, 2023) .9

Figure 1.2 The paragraph writing process by Oshima and Hogue (2008) 13

Figure 1.3 A flipped classroom model by Bishop and Verleger(in 2013) 19

Figure 1.4 The flipped classroom model by Bergmann and Sams (2012) 20

Figure 1.5 The teaching model with the flipped classroom by Ozdamli 21

and Asiksoy (2016) Figure 1.6 The Conceptual Framework of the study 30

Figure 3.1 Information about students’ gender 48

LIST OF TABLES AND CHARTS

Table 2.1 The procedure of teaching in a flipped paraghraph writing class 38

Table 3.1 Teachers’ responses to questions in the interview 43

Table 3.2 Attitudes’ teachers’ responses to the flipped writing class 45

Table 3.3 Teachers’ responses to the other questions in the interview 46

Table 3.4 Students’ attitudes towards the use of flipped classroom 50

for writing instruction Table 3.5 Students’ attitudes towards the flipped classroom 52

for writing instruction

INTRODUCTION

This chapter introduces the background to the study, statement of the problem, aims and objectives, research questions, scope, significance, and organization of the

study

Background to the study

English has played an integral part in the Vietnamese educational system; thus, achieving a higher level in English proficiency has become a goal of many learners (Nguyen, 2018) One of the quintessential examples for such significance of English

in Vietnamese society is “the National Foreign Language Project” (NFLP), whose target is to help students achieve the communicative competence in English so that they can accomplish their professional development in any domain (Government of Vietnam, 2008)

Beyond the tertiary level, actually, students have to attend the courses of English at elementary school, secondary school and high school, which takes them almost seven years for developing four basic English skills including listening, speaking, reading, and writing However, most teachers take the priority of traditional teaching methods or teacher-centred orientation, which can limit student’s creativity and even good attitude of self-studying

In the current digital age, traditional English classroom (teacher-centred orientation) has recently changed so much thanks to the integration of technological advances in education (Jeong, 2017) Thanks to such innovations, mixed classroom models of traditional and online platforms attract more attentions of language teachers, and the language teaching and learning is no longer limited to fixed resources or materials; simultaneously, wide range of Information Communication and Technology options for teaching and learning English as a Foreign Language (EFL) (Dang, 2011) is seriously considered instead A specific case is the global pandemic in late 2020, which resulted in the large number of online courses worldwide including a Southeast Asian nations like Vietnam (Le, Giang, & Ho, 2021) This proves online learning and other similar class models can not be denied,

and flipped classroom model is one among those The flipped classroom model is a

common term in relation to “Computer-Assisted Language Learning” (CALL) and

“Mobile-Assisted Language Learning” (MALL) (Nguyen, 2018) In another word, the flipped classroom is one of the models belonging to blended learning method, which is a mixture of face-to-face and online activities The process of a flipped classroom is complemented by a timetabled classroom on campus and online components of the course

Regarding writing classes, many on the use of flipped classroom model for an EFL writing class seems various worldwide (Fathi & Rahimi, 2022; Fauzan & Ngabut, 2018; Güvenç, 2018; Kansızoğlu, & Cömert, 2021; Sarani, Zarei, & Navidinia, 2020; Su Ping et al., 2020; Wu et al., 2020) Moreover, not only the implementation of flipped classroom model in Vietnamese EFL writing classes has received more and more scholarly attention (Do, 2022; Nguyen, 2018; Nguyen, Tan,

& Lee, 2018; Nguyen et al., 2019), but also many educational contexts do However, very few were conducted at high schools or at lower educational levels, especially in rural areas

Peer correction is considered a merit from this model as it enhances students’ interaction and timely feedback (Su Ping et al., 2020) The flipped writing instruction, especially one with the aid of technology, could facilitate the students’ collaboration

on the writing organization and review because it provides a suitable environment for all students to review the writing simultaneously, and also the teachers can manage the students’ writing more conveniently like student e-portfolios (Fauzan & Ngabut, 2018)

The statement of problem

As reported by Nguyen et al (2018), the flipped classroom model brings a lot

of benefits to education This model can foster learner autonomy as the they can access to the learning materials at their ease at any time or place, which makes them more active and self-directed in their learning; and thus, they can also learn more effectively at their own speeds and with their own learning styles In addition, that the class becomes more student-centered helps enhance many types of interactions such as teacher-student, student-student, and student-technology, etc., and the use of technology as a must in the flipped classrooms could facilitate more types of interactions (Jeong, 2017) Another related point is students’ learning motivation that can be boosted as the flipped classroom model does not confine teaching and learning

in terms of materials This model also stems from the spread of online or e-courses since the global pandemic in 2021 (Le et al., 2021), and “the Information Communication & Technology” (ICT) adoptions are essentially important and various for EFL teaching and learning in Vietnam (Dang, 2011) Besides, it supports both the goal of the national English program and the significant role of English language in any educational level in Vietnam (Do, 2022) Reasonably, when the country witnesses the widespread use of English as an essential global language, the need of online learning, is absolutely obvious (Nguyen et al., 2019)

Particularly, it is at Nguyen Binh Khiem high school where English is treated

as a core subject to help students flourish to meet the current curriculum and also in their future career path It can be seen that students have interest in writing skills However, students’ability in writing is not satisfying They appear not to be able produce good writing Additionally, many of them often skip the post-writing at which they can take time to revise their writing individually or even in pairs and in groups, which can badly affect their quality of writing Regarding teachers, at the stage of post-writing, they find it hard to manage time for giving corrections or feedbacks to all students’ pieces of writing due to time constraint of the curriculum design (Appendix A) Regarding the aspect of technology supplies at school, there is

a wide range of high-qualified facilities available to support online learning and ICT adoptions, so the integration of flipped classroom model is quite feasible To take an example, there is currently a smart television set in each classroom and ICT equipments are also installed, which helps train students to be more and more active and self- studied to satisfy the current educational objectives

For the mentioned points, the writer conducts the project to identify the

benefits of the flipped classroom model, focusing on a writing class and positive

effects of the post-writing, titled “The effects of flipped classroom model on writing skills for the 10 th grade students at Nguyen Binh Khiem High School” Aims and objectives

Aims:

The project aims at (i) exploring the benefits that a flipped classroom model bring to the writing class (flipped writing class), especially the post writing of

the writing process and (ii) identifying teachers’ and the 10th grade students’ attitudes

toward the flipped writing model at Nguyen Binh Khiem High School

Research question 2: What are teachers’ and students’ attitudes toward the flipped writing class regarding students’ improvement of writing skills?

Scope of the study

The writing process involves three main stages (pre-writing, while-writing, post-writing), and the post-writing is the very important part to identify types of errors

as revision for a perfect piece of writing Therefore, finding appropriate ways and techniques to assist learners in general, 10th grade students and teachers at Nguyen Binh Khiem high school in particular to perform this stage effectively is the focus of the study The current study concentrates on the effect of a flipped classroom model

on the students’ writing skill development The participants of the study are from the

same class, numbering 42 students and 5 teachers Nguyen Binh Khiem high school, Nhon Trach District, Dong Nai Province, who represents a case study, so the results cannot be used to generalize for other contexts The writing performance involved in the project is mainly to assist 10th graders at Nguyen Binh Khiem to write paragraphs effectively because (1) paragraph writing is a task requirement of the syllabus, and (2) paragraph writing can be regarded as the basis for developing the writing skill The study also focuses on the teachers’ and students’ perceptions of the benefits of the flipped classroom model

Significance of the study

It is expected that the current study can generate significant, valuable contributions both theoretically and practically In terms of theoretical contributions,

it is to indicate specific benefits of the flipped classroom model for the students’ improving their writing skills as well as enhancing their peer correction at the post-writing stage Also, it demonstrates the teachers’ and students’ attitudes towards this model

In terms of practical contributions, the research findings prove that teachers can complete their giving corrections and feedbacks to all students’ pieces of writing

in details thanks to the flexibility of a flipped writing class; students can hightlight their peer corrections as an important capability in active learning; both teachers and students present positive attitudes toward the flipped classroom model, which aids to improve students’writing skills

Organization of the project

The project concludes five separate chapters:

Introduction - introduces the background to the study, statement of the problem, aims and objectives, research questions, scope, significance, and organization of the study

Chapter 1 Literature Review - reviews important theoretical foundations on writing, attitude, flipped classroom model, teaching with the flipped classroom model, the advantages of the flipped classroom, the disadvantages of the flipped classroom, teaching writing with flipped classroom, advantages of teaching writing with flipped classroom, disadvantages of teaching writing with flipped classroom Then, the summary of previous related studies and the research gap in the existing literature are presented The conceptual framework of the current study is also given prior to the summary of the chapter

Chapter 2 Methodology - describes the research methodology of the present research, including the research method, research design, research context, sampling and participants, research instruments, teaching material, teaching procedure, data collection, data analysis, reliability and validity, ethical considerations, and research timeline

Chapter 3 Findings and Discussions – reports key findings about the students’ and teachers’ attitudes towards the flipped writing classroom and how effective it could be to facilitate peer correction at the post-writing stage The discussion about the findings is made at the end

Conclusions and Recommendations – summarizes the results of the thesis, states the limitations of the study, shows implications for teaching and learning, and gives recommendations for future research

Definition of key terms

EFL writing: a “productive language skill” in which EFL learners play the role

of a writer to use their written language to construct texts, according to a real purpose

or instruction (Matsuda & Silva, 2020)

Paragraph: “a group of sentences about a topic” (Savage & Shafiei, 2007) Flipped classroom: the teaching and learning approach where there exists an inverted sequence: learning first and then teaching (Large et al., 2000)

Summary

This chapter introduces the theoretical and practical background of the implementation of flipped classroom model for writing class The research aims to explore teachers’ and students’ attitudes toward the flipped classroom model and the benefits this model brings to students’ improvement in their writing skills, especially

at the step of post writing The benefits of this approach for students’ ability in peer correction at the post-writing stage is briefly summarized The research setting is at Nguyen Binh Khiem High School in the second semester of 2022-2023 academic year

CHAPTER 1: LITERATURE REVIEW

This chapter reviews important theoretical foundations on writing, flipped classroom model, teaching writing skills based on the flipped classroom model, the advantages and disadvantages of the flipped classroom model and the flipped writing class The term of attitudes and its relevant aspects are defined and described with considerations Then, previous related studies and the research gap in the existing literature are presented The conceptual framework of the current study is also given prior to the summary of the chapter

1.1 Writing skills

1.1.1 The writing skills

The writing skills considered as a “productive language skill” which plays an important role to construct written texts for a real purpose or instruction (Matsuda & Silva, 2020) Thus, writing skills mainly concern the spelling forms, words, sentences, syntactic structures (grammar), lexical resources (word choice, word forms, collocations, idioms, phrases), mechanics (punctuations & capitalization) indentation, paragraphing, textual patterns of organization, writing topics, and the target readers

1.1.2 Elements of writing skills

Particularly, Matsuda and Silva (2020) noted that when it comes to writing, it should derive from a specific rhetorical situation and be related to the readers, the text, and the reality A writer can use written language for several purposes to express his or her knowledge, feelings, or beliefs, mainly focusing on the readers to persuade them; the reality to analyze or report facts; the text to form many types of written texts Finally, although speaking and writing shares the identical purpose: communicating ideas, writing is characterized by its typographical features, namely punctuations, capitalization, italics, boldface, font size, and indentation In some formal writing situation, there would be some additional features: structural means (topicalization, nominalization), hedges, and boosters

It should be noted that one’s ability to write relates to not only linguistic elements but also socio-cultural dimensions and the ability of cognitive work (Rao, 2007; Hyland, 2009) Therefore, writing can be seen as one of the most difficult language skills as it requires many things such as the ability to use syntactic structures

and lexical resources effectively; critical thinking or reasoning; creative thinking; socio-cultural knowledge; and so on

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

As reported by Folse, Muchmore-Vokoun, and Solomon (2013), a good written text should achieve the textual coherence However, textual coherence is a complex concept (Basturkmen & von Randrow, 2014) It is related to two other terms including cohesion and unity

“Cohesion” is defined as “a semantic unit; it refers to relations of meaning that exist within the text, and that define it as a text.” (Halliday & Hasan, 1976) Accordingly, cohesion shows the relationship between the sentences (locally) and the paragraphs (globally) It deals with all textual features inside the paragraph and between 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

Overall, “cohesion” and “unity” are important indicators of a good written text To measure this feature in the writing, Pham (2021) suggested that it can rely on the organization of the text, the writer’s intention to show logical transitions, and even the reader’s ability to appreciate such coherence

1.1.4 The writing process

The process of writing

The process of writing is defined as “the steps a writer takes to write an essay

or some other kinds of writing”, related to thinking, researching, drafting, revising, getting responses from readers, editing and proofreading Therefore, the writing process is very necessary because (i) it can help writers organize their thoughts; (ii)

it can help writers avoid frustration and procrastination; (iii) it helps writers use their time productively and efficiently

As a matter of fact, different researchers approach the writing process in different ways, which generally refers to the techniques, processes, and decisions

made by the writer The common process of writing normally follows this sequence: planning, drafting, reviewing, and revising (Richards & Schmidt, 2010) Moreover, Folse, Muchmore-Vokoun, and Solomon (2013) reported that the normal process of writing includes three important stages: (1) “brainstorming”, (2) “writing the first draft”, (3) “proofreading” In the first stage, writers need to understand the context of the writing, writing goal, and activate their background knowledge to write about a given topic Then a diagram or outline of the writing can be made The second stage concerns writing the first draft which is the original text The last important stage is for the writers to re-read the whole text and make any important revisions on the text

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)

Obviously, despite different expressions, the steps (sub-stages) of the writing process can be grouped into three main stages as Smalley et al (2001) stated “while different writers can approach the process in different ways, all writers go through a general sequence of stages called pre-writing, drafting, and revising” Also, these stages can be named in other words such as (i) pre-writing, while-writing, re-writing (Lindemann, 1995), or (ii) pre-writing, while-writing, 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

1.1.5.1 Peer correction

Peer correction is considered a classroom technique where learners correct each other, rather than the teacher doing this In another word, it can be defined as collaborative work, and it can be found useful at every stage and step of the writing process (Pham, 2021) For example, at the first step, students can work together to share ideas and discuss the topic, or the final stage is when the students can work together to proofread by applying peer feedback Students can support each other to re-read the text and make revisions for the sake of the effective written text Based

on this view, the application of one instructional technology to facilitate peer feedback can be feasible It would help the students review the texts faster and more conveniently (Sarani et al., 2020)

1.1.5.2 Advantages and disadvantages of collaboration in pairs and in groups

Advantages

First, collaboration in pairs and in groups increase students’participation and talking time Johnson and Johnson (1987) stated that pairwork and groupwork can bring learners more language practice because they have more chances to produce orally In this way, students are also directly involved and concentrate on tasks more Long and Richard (1985) estimate that if only half of the class time is spent in groupwork, individual practice time can be increased five-fold over whole class traditional methodology

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

Third, colloborative work promotes students’ multual assisstance, responsibility, and motivation thanks to discussions, which motivates and encourage them to share ideas and knowledge of the given tasks They are also become more responsible because they realize they are in the situation to “sink or swim 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

Disadvantages

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

Then, students do not always interact harmoniously with each other According to Thomas (1987), “every interaction situation has the potential for cooperation or conflict And when there is a conflict in interation, communication breaks down.” That means if the conflict can not be identified for solutions at the right time, the desired results can not be gained

Finally, students, in fact, have to conform the norm that is always established

by all group members or by the task.Therefore an individual sometimes has to give

up good ideas which suddenly emerge in his mind due to group pressure or his denying against the whole group

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

As mentioned in the scope of the Introduction, post-writing plays an important role in the success of the whole writing process Therefore, perfecting this stage means getting to achieve a good piece of writing There are different methods and techniques taken into account, and peer correction is a way thnaks to its strong points However, collobrative work is found still weak in some points Thus, in order to make this activity operate effectively, some other supportive tools shoukd be taken into consideration

1.1.6 The paragraph writing

paragraph should be long enough to develop the main idea clearly.” Thus, a paragraph

is defined not by the number of sentences, but the supporting details it give to clarify the main idea, as reported by “Purdue Online Writing Lab” (n.d.)

1.1.6.2 Paragraph structure

A paragraph has three main parts: (1) “topic sentence” (TS), (2) “supporting sentences” (SS), and (3) “concluding sentence” (CS) (Savage & Shafiei, 2007; Oshima & Hogue, 2008; Folse et al., 2013) In terms of the TS, it expresses the main idea of the whole paragraph by narrowing down a broad topic into a few specific areas Regarding the structure of a TS, it includes a topic plus a controlling idea For instance, the topic sentence “If you want to be successful, you need to sacrifice many things” contains “If you want to be successful” as the topic and “you need to sacrifice many things” as the controlling idea In terms of the SS, it helps express important reasons, definitions, examples, descriptions, etc from the TS The CS is the end of the paragraph whose function is to restate the main idea from the TS or give further ideas about the main idea

1.1.6.3 Criteria for a good paragraph

To accomplish the paragraph writing, certain standards need to be followed

As reported by Savage and Shafiei (2007), the layout of a paragraph should be met

A paragraph should be indented, and its sentences should be connected to each other That is, it is impossible to separate sentences into single lines Next, regarding the paragraph’s elements, it should consist of three parts: TS, SS, and CS in which

“unity” (the concentration on only one main idea) and “coherence” (logical supporting details and smooth transitions inside the paragraph) play an important role

in the quality of the paragraph (Oshima & Hogue, 2008) Last but not least, Folse et

al (2013) noted that the language used inside an English paragraph should obviously meet certain requirements: grammatical accuracy and range, vocabulary range, and

“mechanics” (“punctuations and capitalization”) In short, a good paragraph can meet these group of requirements: (1) content (unity and coherence), organization (3 parts with suitable transitional words), and language use (grammar, vocabulary, and mechanics)

1.1.6.4 The paragraph writing process

Oshima and Hogue (2008) described six procedural steps in the paragraph writing process: (1) “prewriting” (to “brainstorm ideas”), (2) “planning” (to outline the paragraph), (3) “writing” (to make a first draft), (4) “revising” (to edit the first draft), (5) “rewriting” (to write the second draft and proofread for language use) and (6) “completing” (to finalize the written paragraph for submission) This process is depicted in the following diagram

Figure 1.2 The paragraph writing process by Oshima and Hogue (2008)

The stages of a paragraph writing process in relation to the writing process

Obviously, writing a paragraph is a specific task of doing a piece of writing Thus, the suggested process to complete a paragraph is quite similar to the one of the writing process which includes three main stages with some steps Thus, the paragraph writing process by Oshima and Hogue (2008) can be grouped into three stages as follows

 Pre-writing: prewriting, planning

 While-writing: writing, revising

 Post-writing: rewriting, completing

The current study adopts this writing process for key reasons First, it is mentioned by many current writing coursebooks and seemingly appropriate for any educational context Second, the process clarifies the role of writers, writing strategies, readers, and even the written text By adopting this paragraph writing process, both “process-oriented” and “product-oriented” are employed in a writing class because all steps focus on each procedural step in writing and the quality of the paragraph written

1.2 Attitude

1.2.1 Attitude

Attitude is “the way that you think and feel about somebody or something or the way that you behave towards somebody or something that shows how you think and feel” (Oxford Learner’s Dictionary)

1.2.2 Learning attitude

Learning attitude is an important variable in language teaching and learning

As reported by Dörnyei (2003), it is the students’ perception and feelings about their learning, learning process, and results which orient their learning behaviors Accordingly, learning attitudes are crucial for the students’ positive learning outcomes Those who have positive learning attitudes normally have more chances

and abilities to adapt their learning styles and strategies to new learning situations to

obtain better learning achievements

1.2.3 Components of learning attitude

Adapted from Scandura (2017), attitude can be measured according to its three constituents: “cognitive”, “affective”, and “behavioral” attitudes These three subsets

of attitudes can also exist in the learning process The first type deals with the application of knowledge into new situations, the application of past knowledge into the existing one, and the construction of new knowledge and review it based on received informant, experience, and perceptions Therefore, in learning situations, cognitive attitude refers to students’ mental work for their own learning The second type concerns all related emotions and feelings for their own learning As noted by Kumaravadivelu (2006), the students can have positive or negative affective attitudes towards their learning due to many reasons: both internal (their psychological demands, their learning aptitude, etc.) and external (educational context, teaching approaches, materials, etc.) The final type refers to the active participation or the physical involvement of the students in their learning Students who have positive learning attitudes tend to have higher level of behavioral attitudes

1.3 Flipped classroom model

1.3.1 History

The flipped classroom model, understood as sharing all learning materials for the students to learn before class, was originated long time in the past and still applied

by many teachers, regardless of any educational settings, according to Strayer (2012) Such idea of an inverted classroom was first given by two teachers, named as “Aaron” and “Jonathan”, in 2007, and described as an approach whose traditionally after class activities are put into the main class and the remaining is reverted (Bergmann & Sams, 2012) Furthermore, the concept of flipped classroom has been manipulated in many school subjects and different educational contexts, leading to various ways of its conceptualization, as noted by Gasmi (2017) The history of this approach witnessed a few key scholars Lage, Platt, and Treglia (2000) simply viewed the flipped classroom model as the reverted teaching and learning sequence, as compared

to the traditional one That is, what used to be done inside class is put after class and vice versa According to Strayer (2012), the flipped classroom approach is the combination of not only the reversed teaching and learning sequence but also the implementation of “interactive technology” to facilitate this kind of class In another academic work by Hodges and Weber in 2015, the flipped classroom was perceived

as a more complicated model in which the students become more active by studying all learning materials prior to the main class and have to actively participate

self-in further activities durself-ing the classroom session Later, Ozdamli and Asiksoy (2016) reviewed the term fully, in line with Strayer’s work, by considering the integration of instructional technology into the reversed order of traditional classroom sequence Overall, regardless of the conceptualization, the flipped classroom approach is not a very contemporary concept in language teaching and learning

1.3.2 Definition

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

The most underlying definition of this term, presented by Lage et al (2000), considered flipped classroom as an inverted model of traditional class Likewise, the study by Bergmann and Sams in 2012 still considered the inverted classroom (what

is normally outside will be inside class, and vice versa) as the main definition of the flipped classroom However, the flipped classroom aims to be student-centered, where the students can practice higher-order thinking skills and the teacher’s roles become less dominant (Bergmann & Sams, 2012)

Afterwards, the term flipped classroom has been clearer defined in relation to the combination of instructional technologies in education It was defined by Strayer (2012) as the implementation of both inverted teaching-learning sequence and suitable educational technologies Bishop and Verleger (2013) defined flipped classroom in the modern teaching and learning context as a classroom model that

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

The flipped classroom is a more interactive, student-centered approach that helps learners have more chances to preview all learning materials (lectures, videos, presentations, etc.) before class (Ozdamli & Asiksoy, 2016) Accordingly, thanks to the technological support, outside class the students can watch online lectures, videos, and some other materials, and inside class the students can have more discussions with the teacher and the others

As reported by Kriegl (2018), the flipped classroom, or the inverted version of the traditional classroom, has two key features: (1) more students’ interactions with learning materials outside class, and (2) more active in-class learning activities with higher-order thinking skills Furthermore, the flipped classroom approach should not

be misunderstood as just a “massive open online course” (“MOOC”) or any teaching approach without teacher-students face-to-face interaction

In a recent work in 2020, Do and Hoang reported that the flipped classroom approach is a type of blended learning in which the traditional classroom model (lectures in class and exercise or assignments outside class) is reverted In particular,

in this kind of classroom, the students have to prepare, study, and understand the lectures before going to class The content of the class mostly deals with further practices and discussions Especially, the use of technological tools can facilitate the flipped classroom model with online videos, lectures, and other materials

To sum up, in the current research, the flipped classroom is viewed as the teaching and learning approach where there exists an inverted sequence: learning first and then teaching The students can pre-study all learning materials, comprising of normal items like videos, lectures, text, etc before they enter class In the main classroom session, the teacher can hold more discussions about what the students have learned at home and train them with higher-order thinking activities Especially,

to increase the efficiency of the traditional flipped classroom model, instructional technologies can be utilized

1.3.3 Elements

In the academic work by Ozdamli and Asiksoy (2016), they presented the word acronym, in terms of the four key elements of a flipped classroom These elements are comprised of (1) “F” – for “flexible environment”, (2) “L” – for

four-“learning culture”, (3) “I” – for “intentional content”, and (4) “P”- for “professional educator” The first one concerns the flexibility (regarding its space and time) of all teaching and learning activities in this kind of classroom The students can learn anywhere and anytime available for them The teacher can also escape from the physical constraint of regular classroom The second factor refers to the target of the flipped classroom in which the student become the center, and the teacher’s role is less dominant The third one is about the usefulness of all designed learning materials

in this class, which have to be useful for students’ learning The materials should be conducive to the students’ language fluency and their higher-order thinking skills The final element refers to the professional development of the teachers in this kind

of classroom Escaping from the physical constraint of the regular classroom does not necessarily mean that they have less work to do with the class In fact, the flipped classroom requires much more work from the teachers from designing useful learning materials for the students to observe their learning progress and give proper 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

Regarding the nature of the flipped classroom, it may be misunderstood because of some shared features with other teaching approaches Firstly, the use of instructional technologies is not the mandatory implementation of a flipped class (Kriegl, 2018) Therefore, any implementation of the technological tools in education may not be always synonymous with the flipped classroom Secondly, as noted by Pappas (2016), because of the great support of technological aids in teaching and learning, the flipped classroom model is normally compared to “blended learning approach” Nevertheless, both approaches have their own uniqueness In the latter approach, the students have to study with the teacher face-to-face and with online

learning materials at the same time Normally, this kind of class takes place at a multimedia classroom where all students can use the computers to gain access to the Internet Conversely, the former approach totally reverses the order of face-to-face interactions in main classroom sessions into the end The students have to pre-learn all materials before entering class

1.4 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 first stage, the teachers should consider many predeterminants, namely the curriculum, the target lesson’s objectives, the technological aids, the students’ age and interest In particular, as mentioned by Ozdamli and Asiksoy (2016), the teachers have to prepare all learning materials that are useful for students’ self-study activities

at this stage, including the relevant instructional technologies In their academic work

by Ozdamli and Asiksoy in 2016, they recommended a variety of available technologies for the flipped classroom, namely “video forming equipment” (e.g.,

“Camtasia PC”, “Adobe Presenter”, etc.), “video hosting” (e.g., “YouTube, TeacherTtube, etc.), “video interaction software” (e.g., EduCanon, EdPuzzle, et.c), and “learning management” (e.g.,VersoApp, Schoology, etc.) Moreover, in the flipped classroom, the teachers have to change their regular roles by “creating best inquiry-based learning”, “sharing useful learning materials to the students”,

“maintaining effective interactions with the students”, “enhancing students’ engagement with learning activities”, “using suitable technologies for students’ learning conditions”, and “providing effective, immediate feedback to the students’ learning progress” (Ozdamli & Asiksoy, 2016) Thus, before the actual implementation of the flipped classroom, the teachers need to make good provision for this Especially, they need to correctly understand their roles in the classroom

In the second stage, it is time for input activities The students have to be instructed to use those learning materials before class (Kriegl, 2018) However, the students are required to take their own responsibility of the learning process by

“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, as noted by Kriegl (2018), the students return to their regular physical classroom after the flipped section for further discussions and practices The teachers then could become more active by asking the students for feedback and problems By collecting the students’ self-evaluation and questions, the teacher could reflect on the effectiveness of the learning materials and possibly revise them in classroom session Also, reported by Ozdamli and Asiksoy (2016), the students have

to be actively participating in in-class discussions with the teachers and their peers Regarding the teaching procedure with the flipped classroom model, Bishop and Verleger in 2013 considered it as the one combined the traditional teaching model with the computer-assisted

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

In this model, the flipped classroom model should include not only based interactions among students but also the computer-based instruction Students can learn more at home thanks to several online learning sources introduced by the teacher besides further discussion in real classes To support this point of view,

classroom-Bergmann and Sams (2012) establishedthe flipped classroom model of instruction

to deliver lecture to students of secondary schools as follows

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

(2016)

The above teaching model was called as “holistic flipped classroom” which is

a model containing total of home, mobile and physical classrooms because the teaching and learning activities could happen synchronously (more directly) rather than asynchronously (only indirectly) The teacher, in this classroom model, instead

of sharing learning materials and letting the students learn freely like asynchronous online courses, have to interact with the students while their self-study The teacher

can maintain interactions with the students by asking or answering their questions from afar and examining the students’ learning progress Every learning material when being posted has to be checked, and the students’ self-study activities can be assessed Then when the students join synchronous classroom discussions, they can

be instructed or supervised more

In short, teaching with the flipped classroom model includes (1) the teacher’s material preparations and arrangements, (2) the students’ self-study activities, and (3) the classroom discussion Also, while applying instructional technologies, the teacher can select to combine both asynchronous and synchronous learning activities to help the students learn more effectively

1.5 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)

“the student-centered approach and close connection between the teacher and the students”, (3) “more flexible classroom time”, (4) “more interaction and less boredom”, (5) “fostered learner autonomy”, (6) “possible higher learning motivation”, and (7) “deepened knowledge and higher-order thinking skills”, as noted

by Kriegl (2018)

First, the flipped classroom model could personalize the learning activities to different types of students Because the teacher can design the learning materials to match various learners’ knowledge level and interests, this classroom model enables all students to study with their different paces and styles

Second, because the flipped classroom model aims at the students’ self-study before class and reduces the dominant role of the traditional teacher in class, the approach is seen as more student-centered Furthermore, the regular interaction between the teacher and the students during the whole teaching and learning process could create a good rapport between them

Third, when all learning materials are shared prior to class, more time in the main session can be spent on other educational activities instead of only lectures The teacher can organize more discussions about the topics, ask further questions, and give more useful tasks to the students in class

Fourth, as the teacher’s lecture time is reduced and put after class, more types

of interaction in class can be fostered The students can join teamwork and more tasks instead of passively listening to one-way lecture from the teacher More or less, this approach could then enhance student-student and teacher-student interaction and make the class more enjoyable

Fifth, one aspect that the flipped classroom could facilitate is the learner autonomy While previewing and pre-studying materials before class, the students could train themselves the ability to search information and obtain knowledge The students can practice their learner autonomy naturally when continuously partaking

in the flipped class

Sixth, when the student-centered approach is paid more attention, the course could become more interesting, possibly leading to a higher level of learning motivation Instead of being forced to study passively, the students could study at their own pace and style Later, they could feel more motivated to study

Last but not least, the flipped classroom model aims at the development of students’ profound knowledge and higher-order thinking skills The act of searching for more learning information and fulfilling all tasks could help the students broaden their knowledge Especially, the classroom discussion and teamwork activities could help the students improve their logical thinking skills

To put it simply, the flipped classroom approach could be applied in many contexts because of its potentials in education as reported above If designed well, the flipped classroom could actually bring many values to both the teacher and students (Bergmann & Sams, 2012)

1.6 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 (1) “time and workload”, (2) “the students’ learning progress”, (3) “the technological constraints”, (4) “the students’ and teacher’s perception”, and (5) “the teacher’s and students’ characteristics” Regarding time for instruction and the workload, the flipped classroom seems to exploit too much effort and time from both the teacher and the students For the teachers, they have to spend much more time preparing all learning materials for the students outside class If these materials should be checked

and used for assessment, much more time and effort should be invested For the students, they have to spend many hours watching and reading all learning materials

to grasp the relevant knowledge Also, they may need to invest more time and effort

in completing accompanying quizzes or assignments before class Next, the students’ learning progress in the flipped classroom could be harder to control as every student has different learning style, interest, aptitude, ability, and speed The students may find it quite difficult to collaborate with others if they are not well prepared The third problem concerns the teacher’s and the students’ access to the technological aids when necessary In the flipped classroom model, there is a need for IT applications

in certain situations, and if both stakeholders lack their competence to use these tools, the good results from the flipped classroom activities could become stagnant Still, although there exist many IT options for both the teacher and students, they may need

to select the most suitable one, and in some cases, they may not gain the best IT option for the flipped classroom conditions The fourth limitation of this approach concerns the teacher’s and the students’ perception of the flipped classroom The teacher has

to understand this concept and distinguish it from other approaches The students also have to acknowledge the usefulness of the approach by actively participating off-site and on-site learning activities In other words, the perception of both stakeholders in the flipped classroom should be proper The other key disadvantage of this approach

is about the teacher’s and students’ characteristics The flipped classroom model might require certain traits from both stakeholders, namely devote, persistence, thoughtful, and so on Thus, both the teacher and the students may need to well adapt themselves to this classroom model In conclusion, when applying the flipped classroom model, the teachers need to acknowledge these possible drawbacks so that their class could run more effectively

1.7 Teaching the writing skills with the flipped classroom

In terms of applying the flipped classroom model into a writing class, Gasmi (2017) reported that the teachers should actually change the traditional teaching approach to writing skills which normally deal with the presentation of good writing models and the requirement for the students to replicate texts or conduct simple textual analyses Some recommendations on teaching the writing skills with the flipped classroom were also given by Gasmi in the research in 2017 In the teaching

procedure, there is a combination of task-based activities - asking the students to really involve in using the written language, and the reversed teaching-learning sequence

In particular, the flipped class for the writing skills consists of two major stages: (1) “out-of-class” (pre-class) and (2) “in-class” In each stage, the teacher and the students have different roles

Regarding the out-of-class activities, the most important is the use of video lectures or the students’ material previewing At this stage, the teacher should introduce basic concepts of the writing lessons to the students For example, the teacher self-records a short video lecture (5 to 15 minutes) on how to write a good topic sentence of a paragraph and then posts it on a Learning Management System (LMS) like Moodle Later, the students, after watching the lectures, could partake

“weekly short online quizzes” to self-evaluate their learning progress in that week Furthermore, the students need to read extensively about a given topic The teacher could share model texts and further suitable reading materials (e.g., authentic stories, pieces of news, etc.) to facilitate students’ idea development More importantly, to make the writing class become more synchronous, discussions can be made on the LMS The teacher can share the “Google Docs” link to facilitate students’ collaboration in the written product Also, on this platform, the students can view the teacher’s feedback and other students’ work and comments Thus, instead of using only chats as the main interaction, online collaborative writing task on the Google Docs could be seen as a useful type of synchronous discussion in the out-of-class stage

In the final stage, in-class activities are comprised of further discussions and practices about the writing lesson in the week In this stage, the teacher need to consider the learners’ language proficiency, interest, and the current curriculum to design effective in-class learning activities The students could work together again

to construct other written texts, ask further questions to the teacher, and use peer feedback and teacher feedback to improve their writing process and quality Teachers could flexibly instruct the writing skills at this stage by allowing the students to use Google Docs again for collaborative writing in the main classroom session or teaching some key words or structures to the students The activities at this stage

should aim at scaffolding the students’ writing ability after they have watched and read all online learning materials

In short, in line with the common teaching procedure with the flipped classroom model, the flipped writing classroom can start with the pre-class activities when the students can study some important concepts relating to the writing lesson and do some short quizzes and further collaborative writing activities The in-class session can include more discussions after the pre-class The students can give feedback to the teacher, ask more questions, and complete further writing activities Both the teacher and the students have to be active in this kind of classroom and use proper technologies to support the flipped writing classroom

1.8 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

At a micro-level, this application can help students improve their learning attitudes They become more autonomous and self-directed in their learning pathways because they can learn everywhere and every time they feel free with a variety of learning resources The flipped classroom also adapt to different learning paces and styles among the students This aspect seems to be a prominent advantage of flipped classroom as compared to the traditional one with only lecture and practice (Fauzan

& 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, 2017) Higher learning motivation can be foreseen in these flipped classes because

of the varied learning resources (Fauzan & Ngabut, 2018) The flipped classroom for writing instruction could help students become better writers (Fathi & Rahimi, 2022; Sarani et al., 2020) Accordingly, writing fluency and accuracy could be improved When the students entered the flipped classroom with technological support, they could review their written products faster and conveniently They could see their peers’ written texts so that they could learn more from the peer correction Moreover, when working together in the flipped classroom, student writers could collect more writing ideas and develop their patterns of organization more effectively (Sarani et al., 2020)

At a macro-level, in Vietnamese educational contexts, this application can be fruitful because of the facilitating policies on promoting the use of advanced technologies in teaching and learning (Le et al., 2021), and the availability of the ICT infrastructure at many schools (Dang, 2011) Furthermore, one target of the national English curriculum in the country is for the integration of technologies in language education (Do, 2022)

1.9 Disadvantages of the teaching of writing skills with the flipped classroom model

There might be some drawbacks of using the flipped classroom with technological support in writing classes First, not many empirical studies could totally convince that the flipped writing classroom could replace the traditional class because of its great benefits on students’ learning outcomes (Kostaras, 2017) Accordingly, the use of flipped writing classroom materials needs further investigation Moreover, teachers might encounter more difficulties in preparing materials and tackling technical problems (Ghufron & Nurdianingsih, 2021) Besides, online-based flipped writing classrooms could require students’ higher level of commitment to their learning process and their IT competence (Ghufron & Nurdianingsih, 2021) Both learners and teachers may deal with many other problems concerning the heavy workload and Internet connection (Ghufron & Nurdianingsih, 2021) Therefore, for anyone that is not ready and skillful for this kind of class, it can

be challenging

1.10 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

57 intermediate EFL learners in Oman partook the research After being instructed with the flipped writing, the students’ engagement was observed and examined The findings indicated that the students, regardless of their cultural background, were actively participating in the flipped writing class Also, there existed a strong

relationship between the students’ IT and language skills to support the

implementation of the flipped classroom

One of several foreign studies by Fauzan and Ngabut (2018) who conducted a survey at a local university in Indonesia A total of 34 English majors, studying Writing 3, completed a questionnaire with both close-ended and open-ended questions The study objectives were to investigate their perception of the flipped writing class The results indicated many perceived benefits of this flipped class, namely the convenience of the distant learning, commitment to self-study, deep learning, and more effective writing projects

In a piece of action research, Güvenç (2018) investigated the usefulness of flipped classroom model in a 13-week Reading and Writing intensive course There were 23 advanced students sitting in the intact class, who experienced the flipped writing The findings were obtained through three sources: students’ self-reflections, teachers’ observational notes, and the post-survey The results clarified that the students could express their positive attitudes towards this instructional model because it could help the teacher teach everywhere outside the class and the students improve their self-study and interactional competence

Sarani et al (2020) compared the effects of online flipped classroom to the traditional one in their experimental research The total of 48 advanced students, equally assigned into a control group (CG) and experimental group (EG) While the

CG was taught to write in original flipped class, the EG was exposed to the online mode The writing pretest and posttest results revealed that there was a statistically significant improvement in the students’ writing ideas, patterns of organization, and lexical resources after the treatment of online flipped writing class Nevertheless, this technique could have no significant effect on the students’ written accuracy

Su Ping et al (2020) employed a different research method to analyze the students’ learning experience in a flipped writing class They used qualitative research with only a semi-structured interview for 18 Malaysian advanced students The results were grouped by five key themes: “increase preparation”, “enhanced engagement and interaction”, “increased in-class practice and motivation”,

“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

49 second-year English majors who were split half and then paired with American counterparts to form one CG and one EG Multiple data sources were utilized, namely the pretest and posttest on essay writing with two different genres, a questionnaire on demotivation, semi-structured focus group interview with students, and the students’ reflections The findings indicated that using online flipped writing model could reduce the students’ demotivation for writing if these factors are adequate: the students’ intrinsic motivation for writing skill improvement, classroom atmosphere, teaching materials, written products, teaching approaches, and lesson content

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

27 ones in a CG in a piece of experimental research to examine the impacts of flipped classroom model on the students’ “metacognitive writing awareness” and “writing outcome” The CG was taught traditionally face-to-face, but the EG experienced the flipped classroom By means of the “Narrative Text Analysis Rubric” and the

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

Fathi and Rahimi (2022) used a quasi-experimental research design to conclude the effects of flipped writing class model on the intermediate students’ writing competence A total of 51 students completed two tests (pre-and post-), each

of which has two 50-minute writing tasks The results were analyzed in terms of the

“global writing performance”, “accuracy”, “fluency”, and “complexity” of the written products The findings showed that the flipped classroom model could have more positive effects on the students’ global writing performance and fluency although both flipped and non-flipped class could help develop the students’ writing skill

In a Vietnamese context, Nguyen (2018) employed the mixed-methods research design, a questionnaire and interview, to collect the students’ perception of the flipped classroom The total of 28 first-year advanced students, after having experienced a flipped course, could demonstrate their overall improvement in language competence This type of instruction could help the students learn more autonomously and become more self-confident in their learning process