The Impact of Using Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (ATHS)
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Date
2014-03
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The British University in Dubai (BUiD)
Abstract
The aim of the present study is to examine the impact of using a Flipped Classroom Instructional Method on the writing performance of twelfth grade Emirati female students at the Applied Technology High School (ATHS) in Abu Dhabi, United Arab Emirates (UAE). The main objective of the research study is to measure whether there are any significant differences in the writing attainment of students who learn through the flipped classroom instruction method and those who learn “traditionally”. The research also sought to identify female students’ perception of the Flipped Instruction in an ESL writing setting.
For this purpose, a fifteen-week teaching program was designed to cover the main IELTS Tasks 1 and 2 writing objectives. The program consisted of instructional videos and differentiated class tasks that were used with only one group of students while the other group studied the teaching material in a similarly learner-centered class. Both groups completed a pretest and post-test to answer the inquiry of the current study. The test scores were computed on SPSS. Findings revealed statistically significant differences between the mean scores in favor of the students in the experimental group. Furthermore, the results showed that this improvement in the writing performance is largely attributable to the Flipped Instruction method of teaching. Students’ attitudes towards the Flipped Instruction proved to be equally favorable.
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Keywords
flipped classroom instruction, writing performance, twelfth grade students, female Emirati students, United Arab Emirates (UAE), students’ attitudes