Abstract
Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.
Highlights
Their study revealed that the students who participated in a flipped classroom writing instruction achieved higher writing scores than those who were taught writing by using traditional teaching
While a large number of studies disclosed the effectiveness of flipped classroom model on students’ writing achievement, little is known on how field dependent (FI) and field independent (FD) students react towards the flipping
Examining the writing achievement of students with FD and FI cognitive styles who learn writing in a flipped classroom model becomes an urgent necessity
Summary
Figure: 1 Students’ Cognitive Levels Employed in Flipped Classroom Model (Williams, 2013). We aimed to give significant endowments to the available research findings by expanding the research coverage in a flipped classroom model Administering such kind of study becomes highly necessary as the two types of teaching differ in term of classroom activities, modes of interaction between teacher and students, and students’ self-study activities. 3. Is there any interaction in the writing achievement and cognitive style of students taught using flipped classroom model and traditional teaching?. The researchers, subsequently, determine one class as the experimental group who was taught writing using flipped classroom model and one class as the control group who was taught writing using traditional teaching This design was chosen since it allows us to gauge the impact of the independent variable across different sub groups (Latief, 2016).
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