Abstract
The current study aims to investigate the impact of using flipped classroom approach on improving functional writing skills of business majors. Also, it aims to enhance some Higher Order Thinking (HOTs) skills including analysis, evaluation, and creation. Additionally, the study may help in eliminating writer’s block of the study sample. A standardized functional writing skill Pre and Posttest, Higher Order Thinking (HOTs) skills test and writer’s block questionnaire have been used to assess the target gains of students at the end of the study. The Quasi-experimental research design was used to investigate progress achieved by the sample of the study which included (51) business majors; (26) business students for the experimental group and (25) for the control group. The findings revealed large gains in functional writing skills, HOTs in favor of experimental group compared with the control group with minimized writer’s block based on the T-test differences in scores. Also ANOVA statistics among the quizzes targeted individual skills during the experiment showed on-going progress in both targeted skills and reduced writer’s block. It is recommended that flipped learning approach should be used in language learning practices.
Highlights
The current study aims to investigate the impact of using flipped classroom approach on improving functional writing skills of business majors
The findings revealed large gains in functional writing skills, Higher Order Thinking Skills (HOTs) in favor of experimental group compared with the control group with minimized writer’s block based on the T-test differences in scores
For decades and across different cultures, teaching methods used in the university level were the same, it depends mainly on the traditional formal lectures teachers deliver, or as King’s (1993) envisages “a sage on the stage” as he/she represents the sole source of knowledge which students passively receive
Summary
For decades and across different cultures, teaching methods used in the university level were the same, it depends mainly on the traditional formal lectures teachers deliver, or as King’s (1993) envisages “a sage on the stage” as he/she represents the sole source of knowledge which students passively receive. Traditional teaching methods which were delivered through lectures have been criticized due to the following reasons: students are passive listeners for lectures without getting an opportunity to think of information provided, students have to memorize and retrieve information for the testing purposes. The widespread of computer in education and web based tools for the purposes of teaching and learning do not minimize the significance of traditional teaching environments. Effective integration of traditional teaching methods and computer assisted language learning enhances the learning experiences, it maximizes student’s engagement which provides entertaining learning experiences through well designed learning environments
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