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The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment

Author

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  • Adrian Leis

    (English Education Department, Miyagi University of Education, Sendai, Japan)

  • Simon Cooke

    (Center for General Education, Tohoku Institute of Technology, Sendai, Japan)

  • Akihiko Tohei

    (Sakura no Seibo Junior College, Fukushima, Japan)

Abstract

The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class (t(20) = 2.67, p = .014, d = 1.14) and produced a significantly higher number of words in compositions written in the posttest (t(10) = 3.37, p = .007, d = 1.44). The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants (t(32) = 5.17, p

Suggested Citation

  • Adrian Leis & Simon Cooke & Akihiko Tohei, 2015. "The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 5(4), pages 37-51, October.
    • Handle: RePEc:igg:jcallt:v:5:y:2015:i:4:p:37-51
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    Cited by:

    1. Siti Aisah Ginting, 2018. "Flipped Learning (FL) Approach: Teaching Academic Writing Skill to Tertiary EFL Learners," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 4(12), pages 582-590, 12-2018.

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