Abstract

The flipped classroom is an instructional strategy that encourages students to undertake prior preparation for lessons, in particular through the use of online materials provided by their teachers. Empirical studies of the language classroom have supported the effectiveness of this strategy for language development. However, only a limited number of studies have been undertaken in this field, particularly when it comes to the Arab region. This current study therefore explores the application of the flipped classroom with Kuwaiti student teachers of the English language attending the College of Basic Education in Kuwait. It aims to explore the pedagogical benefits for the development of writing skills, in particular the experiences and perceptions of learners. The study took place over a period of thirteen weeks during the first semester of the 2019 academic year. The participants were thirty EFL student teachers taking a course in advanced writing. The data collection employed both a questionnaire and semi-structures interviews. The findings revealed that students have a generally positive attitude towards the process of flipping the writing classroom. The results from the questionnaire suggested that the flipped classroom provides: (1) a more effective learning environment; (2) flexible paced learning capable of improving students’ writing strategies (in particular when planning and writing a thesis and topics sentences); and (3) enhancement of students’ motivation and interaction. However, the additional findings from the semi-structure interviews revealed a number of sociocultural and contextual factors with a potentially negative influence on learners’ interaction. This study consequently argues that this classroom transformation demands more than a simple addition of technology and out-of-classroom videos and activities, requiring a change in the way students view education.

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