Transformative Learning: Flipped Classroom and Its Impact on Writing Skill and Critical Thinking Level

Abstract

The study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students’ EFL writing skills. In addition to determining if the present instructional model influences students’ views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students’ attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students’ responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it.