A Conceptual Framework on Technology Integration in English Writing Flipped Classroom

Abstract

As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. Flipped classroom ticks every pillar for Internet of Things which are things, people, process and data. In flipped classroom, the things are the devices that the students use, such as computer, tablet or smartphone. The people that are involved in flipped classroom are teachers and students. The process that happened is teaching and learning. The data is transmitted through educational platform such as Google Classroom and Microsoft Teams. Flipped classroom transforms the conventional classroom by flipping the theoretical part to be done before the class and making the class to be student-centered and focusing to the practicality part of the lesson. Nonetheless, the research on flipped classroom is still limited in Malaysia, especially the primary school English language students. Hence, this paper aims to fill in this research gap by designing a conceptual framework for flipped classroom in teaching English writing to cater primary students with aims to improve students’ writing performance and motivation. The correlation between students’ writing performance and motivation will be observed too. In this respect, the proposed framework is integrated with technology based on Internet of Things, 21st century learning, social constructivist theory, Bloom’s revised taxonomy and motivational model. By using this conceptual framework, a set of teaching module is developed and to be implemented in English writing class for primary school students. This research also aims to use a mixed-method research design with three different instruments; writing test, questionnaire and interview to test its effectiveness, as it is believed that the implementation of flipped classroom can improve students’ English writing performance and their motivation. 64 students will be the participants of this study and they will be divided into two groups, control group and experimental group. Control group will go through conventional English writing class while experimental group will experience flipped classroom. The findings of this study will be beneficial for ESL teachers, ESL primary students and Ministry of Education.