UPSI Digital Repository (UDRep)
|Abstract : Universiti Pendidikan Sultan Idris|
|The study investigates the effects of peer instruction and examines students’
participation in a flipped learning environment on ESL students’ argumentative essay
writing performance and critical thinking. A mixed-method design was used. A total of
120 upper-intermediate English proficiency students from a university in Malaysia
were chosen as participants for seven weeks. Quantitative data were analysed using
descriptive statistics and one-way analysis of variance (ANOVA). Descriptive
interpretations and thematic analysis were used to analyse the qualitative data. The
results indicated a significant difference in mean scores for writing performance in the
posttest between the experimental group (group work in a flipped learning
environment) (M = 63.95, sd = 13.04) and the control group (M = 56.65, sd = 11.15).
There is also a significant difference in mean scores for critical thinking in the posttest
between the experimental group (pair work in a flipped learning environment) and the
control group (mean difference = 3.800, p < .05) as well as the experimental group
(group work in a flipped learning environment) and the control group (mean difference
= 5.525, p < .05). The qualitative analysis of the student assessment form (pair work
and group work), lesson study logs, EdPuzzle video quizzes, and samples of student
worksheets revealed ESL students’ participation by engaging themselves in interactions
during in-class writing activities, contributing knowledge to others, getting prepared
with the essential concepts and content before class, focusing on the task and assessing
the quality of argumentative writing. Overall, the use of peer instruction in a flipped
learning environment enhances students’ writing performance, critical thinking and
participation in argumentative essay writing. The study implicates that the use of peer
instruction in a flipped learning environment can be an alternative pedagogical
approach to enhance the teaching and learning of argumentative essay writing.|
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