Practices and challenges in a Flipped EFL writing classroom

Abstract

Despite the widespread use of flipped teaching across educational disciplines, there is limited understanding on its use in the teaching and learning of English as a second language (ESL) writing in intensive English (IE) programmes for pre-university students. Such programmes face at least three constraints: the students’ low English proficiency, the shortage of time to bridge the English gap, and the necessity for academic English. This paper aims to explore practices and challenges of a flipped EFL writing classroom. In total, 38 students were given flipped writing classroom training. The participants watched video lectures on academic writing designed for the purpose of this study before the class, and then participated in interactive in-class learning activities. The study results revealed that the students performed the writing tasks significantly better in the post-test. The interviews with students showed that students favoured the greater time preparation, the immediate feedback, the increased opportunity to practise and interact, as well as the higher level of motivation and self-efficacy.