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Type :thesis
Subject :PE English
Main Author :Amreet Kaur Jageer Singh
Title :The use of peer instruction in a flipped learning environment in teaching ESL students argumentative essay writing
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Notes :Pedagogi
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

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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