PROMOTING FLIPPED CLASSROOM MODEL IN TEACHING WRITING IN MA LAM SECONDARY SCHOOL

Tóm tắt

The current investigation is situated within the realm of education, specifically focusing on the pedagogy of writing within the context of language instruction aligned with the communicative language education paradigm. The inherent challenges associated with the teaching of writing, particularly the complexities related to composing paragraphs, accentuate the need for an instructional approach grounded in collaborative learning. The primary objective of this research is to assess the potential efficacy of the Flipped Classroom (FC) model in alleviating constraints related to time and feedback in the teaching of writing. This inquiry involves a restructuring of classroom activities through the FC model, enabling students to access instructional materials independently, extending beyond the conventional class hours. To fulfill the research objectives, the researcher adopted a mixed-methods approach, utilizing both quantitative and qualitative data collection methodologies. Data were gathered through the administration of questionnaires and interviews involving 120 ninth-grade students and 10 English teachers. The FC model advocated in this study encompasses a diverse array of writing exercises, targeted grammar instruction, equitable access to technological resources, timely evaluative feedback, and the fostering of a supportive learning environment. The potential integration of the FC model into the academic framework of Ma Lam Secondary School holds promise for a transformative impact on writing education. Nonetheless, such implementation necessitates a comprehensive approach that entails the seamless integration of pedagogical methodologies, comprehensive training, and judicious assimilation of technological tools. Confronting technical challenges while simultaneously cultivating a culture of inclusivity has the potential to empower students to become proficient and accomplished writers.