The use of flipped classroom approach in enhancing students' behavioral and cognitive engagement in ESL writing classroom: a case study of matriculation college students / Norwani Ramli

Research suggested that learning should be integrated with technology as millennial have an inclination towards interactive, fun learning styles. Thus, Flipped Classroom Approach was used to improve the cognitive and behavioral engagement of the students, and also their ESL writing skills. This approach generally prepared the students for the information as they reviewed the lecture videos before entering the class. This new approach allowed a better classroom experience where students were able to gain information at their own pace. In investigating whether this approach can enhance writing skills among the students and also its effects to the students' behavioral and cognitive engagement, a case study with the simplest experimental design was conducted. One class consisted of 17 students of Kolej Matrikulasi Selangor Session 2014/2015 were selected. Multiple sources of evidences were used in collecting the data, like self-report questionnaire, observation, Pre-test and Post-test and also focus group interview. The data were collected in regards to examine the effects of Flipped Classroom approach to students' cognitive and behavioral engagement in ESL writing class, the contribution of behavioral and cognitive engagement towards their writing performance and the comparison of writing scores before and after the Flipped Classroom approach was implemented. At the end of the study, the findings showed that there were positive effects of Flipped Classroom approach to the students' behavioral and cognitive engagement and the students who had higher engagement in the classroom resulted high performance in ESL writing. Hence, it was hoped that the Flipped Classroom approach could be considered by the educators in Malaysia to be implemented in their classroom.