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The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

Khairunnisa Sharom, Kew Si Na
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 22
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781683182320|DOI: 10.4018/IJCALLT.301195
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MLA

Sharom, Khairunnisa, and Kew Si Na. "The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English." IJCALLT vol.12, no.1 2022: pp.1-22. http://doi.org/10.4018/IJCALLT.301195

APA

Sharom, K. & Na, K. S. (2022). The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12(1), 1-22. http://doi.org/10.4018/IJCALLT.301195

Chicago

Sharom, Khairunnisa, and Kew Si Na. "The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 12, no.1: 1-22. http://doi.org/10.4018/IJCALLT.301195

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Abstract

As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. This research investigated the effects of flipped classroom approach on students English writing performance, the effects of flipped classroom approach on students’ motivation in English writing; and the correlation between students’ English writing performance and motivation. This study employed quasi-experimental approach to control group and experimental group. The instruments used in this study are reliable tests and validated questionnaire. The findings show that flipped classroom had positive effects on primary students’ English writing performance and motivation, as the evidence shows that the experimental group who experienced flipped classroom had a better writing performance and motivation compared to control group. However, the correlation between students’ English writing performance and motivation is uncertain.

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