Abstract
This paper reviewed a one-term experiment made with a new writing teaching method, form-focused instruction(FFI), in the flipped classroom model) used in teaching English writing to 102 first-year non-English-majored graduate students from Yangtze University as participants. The participants in the control group, CG, were taught by the traditional English writing method: grammar-translation teaching method and the participants in the treatment group, TG, were taught by the new English writing teaching method of FFI. The results showed that 1) Compared with a traditional English writing approach for CG, FFI in the flipped classroom model used in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) There were significant differences between males in CG and TG, and females in CG and TG; 3) Participates in TG held positive opinions towards FFI in the flipped classroom model in English writing.
Highlights
Every non-English-majored graduate is required to learn English academic writing
All 51 participants in Treatment Group (TG) in this study were interviewed in one classroom to be required to write down their responses towards the following interview questions: 1) Do you think your English writing skills and ability has been improved by the new writing teaching method of Form-focused instruction (FFI) in the flipped classroom model in English writing? 2) What are difficulties when you apply FFI in the flipped classroom model in your English writing? 3) Do you think all of you in TG are benefited by the new writing teaching method of FFI in the flipped classroom model in your English writing?
December 23, 2017, all 51 participants in TG in this study were interviewed in one classroom to write down their responses towards the following interview questions: 1) Do you think your English writing skills and ability has been improved by the new writing teaching method of FFI in the flipped classroom model in English writing? 2) What are difficulties when you apply FFI in the flipped classroom model in your English writing? 3) Do you think all of you in TG are benefited by the new writing teaching method of FFI in the flipped classroom model in your English writing?
Summary
How to improve non-English-majored graduate students’ ability in English academic writing is an important research program for English teachers in teaching non-English-majored graduates’ English. New non-English-majored graduates’ English academic writing methods are introduced to non-English-majored graduates’ English teachers in their English academic writing teaching practice. Form-focused instruction is one of new non-English-majored graduates’ English academic writing methods is introduced to non-English-majored graduates’ English teachers to be utilized in their English academic writing teaching practice. Form-focused instruction (FFI) is an important role in task-based language teaching. FFI, focus on form instruction, was first used by Michael Long (Long, 1988). Focus on forms involves traditional language teaching consisting of the presentation and practice of items drawn from a structural syllabus (Ellis, 2016). Long and Ellis, their studies provided the solid foundation for us to further study form-focused instruction
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