The Impact of Flipped Learning on Students’ Narrative Writing

Abstract

It has been asserted that flipped learning is an educational technique that actively increases students' language learning efficiency through online materials. In Malaysia, the deficiencies of traditional classroom instruction and the enhancement of language acquisition among secondary school students with the implementation of flipped classroom instruction are less apparent. This study examines the impact of flipped learning on the narrative writing performance of Form 5 students at SMK Lake. This experimental investigation included sixty participants. 32 students were assigned to the treatment group, whereas 28 students were assigned to the control group. The experimental group (the flipped classroom) was taught in a flipped learning mode, whereas the control group (the non-flipped classroom) received standard writing instruction. The data were gathered in a Pretest-Treatment-Post test design analysed using SPSS version 26. The results demonstrated that flipped learning had a greater impact on the improvement of the students' writing performance than traditional instruction. The findings could lead to future research aimed at understanding the impact of flipped learning on language instruction and acquisition. This research could also assist Malaysian educators in implementing or enhancing the existing flipped learning technique in English language education, particularly the instruction of narrative writing.