The Impact of Flipped Learning on Writing Autonomy and Expository Essay Writing Ability

Abstract

This research is aimed to investigate the effect of Flipped Learning (FL) on grade 9 students’ writing autonomy and expository essay writing ability. A quasiexperimental pre-test post-test design was employed, and involved 103 students from Fasiledes No. 2 Secondary School in Gondar town. Of the total, 51 students were assigned to experimental group, and 52 students to the conventional group. The design spanned 12 weeks. The validated writing autonomy scale and expository essay writing test were used. The structural Equation Modelling analysis shows that FL statistically predicted writing autonomy (R2=.612, β = .533. SE=.067, 95% CI [.42, .67], P=.001) and expository essay writing ability (R2=.359, β = .539. SE=.067, 95% CI [.39, .66], P=.001). Writing autonomy also statistically predicted expository essay writing ability (R2=.516, β = .411. SE=.047, 95% CI [.32, .50], P=.001), and partially mediated the relationship between FL and expository essay writing ability. This study recommends using flipped learning in writing classes can improve students’ writing autonomy. It also helps students to write well-organized expository essays and that curriculum developers should consider these findings when preparing instructional materials for flipped learning. The results apply to both low-technology and high-technology classrooms. The effectiveness of flipped learning depends not only on technology. It also depends on well-designed, evidence-based instruction.