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

Adrian Leis, Simon Cooke and Akihiko Tohei
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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

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2015, vol. 5, issue 4, 37-51

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

Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcallt:v:5:y:2015:i:4:p:37-51

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