The Effect of Flipped Classroom Instruction on Writing Performance among University-Level ESL Learners: A Quasi-Experimental Study

This research investigated the impact of flipped classroom pedagogy on IELTS writing proficiency among university-level ESL students at a private college in India. The study utilized a quantitative methodology, employing a quasi-experimental design featuring a pre-test and post-test control group framework. The participants were aged 19 to 20 years. The selection was based on their English proficiency level, which is equivalent to 4.5 and 5.0 on the IELTS band scale. A total of 90 students were selected at random to be part of either the experimental group that would be taught using the flipped classroom instruction or the control group that would be taught using the traditional instruction. The total number of participants in each group was 45. Before the study, both groups were given a pre-test on how they were performing on their IELTS writing. The experimental group was given teaching in the flipped classroom style, which entailed teaching through videos, analyzing model essays, vocabulary, and interactive writing. The control group was given teaching as usual, with the teacher at the canter. At the end of the study, a post-test was given, and the writing performance was rated by two independent raters using a 20-mark rubric according to the IELTS assessment criteria for writing. This was done to ensure the results were reliable. This was done in order to ensure the reliability of the results. The results of the independent samples t-test revealed that there was a significant difference between the experimental and control group results in terms of writing performance after the test, t (88) = -27.916, p < 0.001. The experimental group achieved significantly higher mean scores in comparison to the control group, thus revealing the significant positive impact of the flipped classroom method on the IELTS writing results. The results revealed that the flipped classroom method is an effective teaching method for improving the writing skills of ESL students in universities.

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