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Innovations in Education and Teaching International Volume 57, 2020 - Issue 3
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Articles

Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia

Rebecca Lee Su PingSchool of Foundation Studies, Swinburne University of Technology, Kuching, MalaysiaCorrespondence[email protected]
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,
Elena VerezubSwinburne University of Technology, Melbourne, Australia
,
Ida Fatimawati bt Adi BadiozamanSchool of Foundation Studies, Swinburne University of Technology, Kuching, MalaysiaORCID Iconhttps://orcid.org/0000-0002-4350-5960
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Wang Su ChenSingapore Institute of Technology, Singapore
Pages 305-316 | Published online: 11 Feb 2019

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Read on this site (6)

Hanieh Shafiee Rad, Ehsan Namaziandost & Mohammad Hasan Razmi. (2023) Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions. Journal of Research on Technology in Education 55:4, pages 710-726.
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Yu-Fen Yang & Nai-Cheng Kuo. (2023) Blended learning to foster EFL college students’ global literacy. Computer Assisted Language Learning 36:1-2, pages 81-102.
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Jalil Fathi & Masoud Rahimi. (2022) Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning 35:7, pages 1668-1706.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Azizullah Mirzaei, Hanieh Shafiee Rad & Ebrahim Rahimi. (2022) Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing. Computer Assisted Language Learning 0:0, pages 1-30.
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Ricardo-Adán Salas-Rueda. (2021) Students’ perceptions of the use of the flipped classroom during the educational process of linear functions (Percepciones de los estudiantes sobre el uso del aula invertida durante el proceso educativo de las funciones lineales). Culture and Education 33:3, pages 431-454.
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Articles from other publishers (15)

Ying Wang. (2023) Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in Psychology 14.
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Valeria Andreoni & Alice Richard. (2023) Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education. International Journal of Sustainability in Higher Education.
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Ünal Çakiroğlu & Mücahit Öztürk. (2023) Microanalytic evaluation of students’ self-regulated learning in flipped EFL instruction. Journal of Computing in Higher Education.
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Lianjiang Jiang, Shulin Yu, Nan Zhou & Yiqin Xu. (2021) English Writing Instruction in Chinese Students’ Experience: A Survey Study. RELC Journal 54:1, pages 37-54.
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Jalil Fathi, Masoud Rahimi & Gi‐Zen Liu. (2022) A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation. Journal of Computer Assisted Learning 39:2, pages 659-675.
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Xiangfeng Zhao & Yanping Yang. (2023) Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety. Frontiers in Psychology 13.
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Gi‐Zen Liu, Masoud Rahimi & Jalil Fathi. (2022) Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study. Journal of Computer Assisted Learning 38:6, pages 1730-1751.
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Ali Roohani & Hanieh Shafiee Rad. (2022) EFFECTIVENESS OF HYBRID-FLIPPED CLASSROOM IN IMPROVING EFL LEARNERS’ ARGUMENTATIVE WRITING SKILL. TEFLIN Journal - A publication on the teaching and learning of English 33:2, pages 349.
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Fatma Sengul, Hanife Bensen Bostanci & Mustafa Kurt. (2022) Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes. Frontiers in Psychology 13.
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Xiangping Fan. (2022) The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology 13.
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Farzaneh Khodabandeh. (2022) Investigating the effectiveness of augmented reality-enhanced instruction on EFL learners’ speaking in online flipped and face-to-face classes. Language Teaching Research, pages 136216882211109.
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Md. Kamrul Hasan, Prodhan Mahbub Ibna Seraj, Abdul-Hafeed Fakih & Blanka Klimova. (2022) Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom. Education Research International 2022, pages 1-10.
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Khairunnisa Sharom & Kew Si Na. (2022) The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English. International Journal of Computer-Assisted Language Learning and Teaching 12:1, pages 1-22.
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Usman Khan Durrani, Ghazi Al Naymat, Rami M. Ayoubi, Muhammad Mustafa Kamal & Hanan Hussain. (2022) Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education?. The International Journal of Management Education 20:1, pages 100595.
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Ünal Çakıroğlu & Mücahit Öztürk. (2021) Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design. European Journal of Open, Distance and E-Learning 23:2, pages 20-36.
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