Abstract

Many educators are seeking new methods to motivate and encourage student learning, and the flipped classroom model is increasingly being used by language teachers to engage students. This approach involves students watching instructional videos prior to class, then participating in practical activities during class time. This study aimed to evaluate the effectiveness of the flipped instructional model on the writing achievements, attitudes, and stress levels of first-year college students. The study was conducted in an intact writing classroom from 2020 to 2021 at a central university in Taiwan, with the researcher serving as the instructor. Students were given the option of an 8-week traditional classroom or an 8-week flipped classroom. The study used quantitative research methods to assess students' writing skills and attitudes towards the flipped classroom model, including an EFL writing test and a questionnaire. The study found that the flipped classroom methodology improved students' writing motivation and quality, with students being more comfortable in this type of environment and engaging in more group discussions about video content. Additionally, the flipped model led to significant improvements in students' writing abilities on pretest and posttest assessments. Both quantitative and qualitative data support the positive impact of the flipped classroom model on students' writing performance and attitudes. This research study offers significant insights into the utilization of the flipped instruction model, which can assist educators in enhancing the efficiency of their teaching approaches, particularly in improving students' writing abilities and fostering self-directed learning.

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