A Study on College English Writing Class Using Flipped Learning

The purpose of this study is to investigate the relationship between the learners’ academic achievement and English writing class using flipped learning, how students perceive different feedback activities on their English composition, and how students perceive the individual work, pair work, and group work. Participants consisted of 120 non-English major students enrolled in English Writing course at a university. They were assigned into groups: two control groups in teacher’s lecture-style classes and two experimental groups in flipped learning classes. A test of English composition was conducted before and after the treatment, and a questionnaire and an interview were carried out to explore the participants’ perception of different feedback activities and individual/pair/group work. The results showed that flipped learning in writing class did not have any significant effect on learners’ academic achievement. In addition, learners preferred to work individually and get feedback from a computer rather than peer feedback.