The Impact of Flipped Classroom Instruction on Narrative Essay Writing Skills of First-Semester Undergraduate ESL Students in Pakistan
DOI:
https://doi.org/10.63878/jalt2425Keywords:
Narrative Essay Writing, Sociocultural Theory, ESL, Flipped ClassroomAbstract
This research examined the effectiveness of flipped classroom teaching on narrative essay writing skills with special reference to two rubric-based areas; Content and Structure, and Style and Accuracy among first-semester undergraduate ESL students at a university in Karachi, Pakistan. A quasi-experimental research design was used. Two groups i.e control and experimantal were formed equally of the sample 80. The purposive sampling technique was employed for the study and the data was collected through pretest and posttest. The duration of the study was 8 weeks in which the experimental group was taught through flipped classroom and the control group students were taught through conventional teaching method. Based on the Flipped Learning Model created by Bergmann and Sams (2012) and the Sociocultural Theory by Vygotsky, the paper initially ensured that the two groups did not differ significantly in narrative essay writing skills which achieved baseline equivalence. After the intervention, the both groups had improvements in pre-test to post-test. Nonetheless, the experimental group showed significantly improvement not only in narrative essay writing skills over all but also in essay rubrics of content and structure, style and accuracy as compare to the control group. These results present rubric-level data that flipped classroom teaching can significantly and systematically improve narrative essay writing among Pakistani undergraduate ESL students.
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