Innovating Academic Writing through Flipped
Classroom Instruction
Dylyn A. Junio and Argel A. Bandala
Department of Applied Linguistics, Electronics and Communications Engineering Department
De La Salle University
Manila, Philippines
argel.bandala@dlsu.edu.ph
Abstract—Flipped Classroom Instruction has become a trend
and a popular instructional model of the recent time in which the
typical lecture and homework features of a course are inverted.
This method transforms classroom pedagogy into dynamic and
interactive manner where the teacher guides and facilitates
students’ learning process. The present study investigates the
students’ perceptions on flipped classroom instruction in
academic writing class in contrast to traditional teaching. To
achieve this, an instructional design infused with multimedia tools
in writing lessons were provided and implemented in writing
classes. The mixed method was used to collect qualitative and
quantitative data. The results revealed a positive impact of flipped
learning to students which also indicate their improved academic
writing skills in certain ways.
Keywords—Flipped Classroom Instruction; Technology in
Education; ESL Learning; Academic Writing Skills
I. INTRODUCTION
Writing is a significant language skill and an
indispensable part of academic success. It is a complex
process in all its varied forms and purposes which call upon
learners’ wide range of acuity in language proficiency,
transmission of ideas, and appropriateness within different
context [1]. Coming from such perspective, learners may be
expected to encounter several challenges along the way
especially the second or foreign language learners. Such skill
is challenging for these learners because they need to write in
a language that is not their own, and at times some have not
yet developed a comprehensive command of grammar and
grasp of spellings, vocabulary, and punctuation [2].
Consequently, teaching second or foreign language writing
skills becomes necessary and at the same time challenging for
the teachers [3]. Furthermore, Dörnyei [4] posited that
learners’ individual differences are predictors of success in
second language learning and writing. Learners with diverse
cognitive abilities are expected to perform the processes with
varying degrees of competence which may differ on how they
learn to write in another language [5]. Hence, individual
differences and learning styles can either help or impede
learners’ deliberate cognition and active engagement.
Considering the above-mentioned issues, the current
study sought to find an effective technique for second
language writing instruction. And for the past years, many
researchers have looked into the effectiveness of flipped
classroom instruction in various second and foreign language
contexts [6], [7], [8], [9]. Studies suggest that flipped
classroom instruction can help resolve learners’ writing
difficulties posed by their different needs which resulted from
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their learning styles or preferences [10]. Also, this instruction
can be facilitated to help them in their different phases of
learning because flipped classroom approach does not only
support the learning of the course content but it also allocate
class time for activities by inverting the conventional
teaching mode and engaging learners in hands on practices
[11]. This way the teacher can guide and help the students in
the process of writing and give immediate constructive
feedback that can improve their writing skills.
The essential feature of flipped classroom instruction is
that it provides a more flexible learning environment to
students because it offers online learning and classroom
instruction for learners to acquire specific content knowledge
and showcase their mastery [6]. It also gives a personalized-
differentiated learning since every learner views and reviews
material at their own pace and according to their needs [9],
[12]. Also, it is student-centered instruction because
information transfer is done online and classroom time is
used for production which make learners highly engage in the
activities [9], [13]. This way, the learners take responsibility
for their own learning, they become self-directed and
motivated; hence, they develop autonomous learning skills.
The flipped classroom has an impact on the teacher’s role as
well. It shifts the teacher’s role from delivering ready-made
knowledge to students facilitating their learning. The teacher
has to guide students to work autonomously and to give
individualized feedback [14] to make their learning process
more efficient.
II. LITERATURE REVIEW
The classroom face-to-face interaction has been the
traditional instruction but with technology becoming more in
demand, scholars and educators are finding new learning
strategies to increase the effectiveness of the learning process.
Flipped classroom is among the new model of instruction
which has recently gained popularity. The term flipped
classroom denotes a reversal of the traditional class and the
switch between class instruction and homework [2]. In
conventional instruction, students receive the course content
through lecture in the classroom and practice it at home via
homework. In flipped learning, students acquire knowledge
on the content at home by watching pre-recorded lecture video
and practice the skills in class. This instruction employ
blended learning to facilitate students access to information
and to get maximum benefit in the course content by being
fully involved in the learning process [14].
 Among the benefits of the flipped classroom instruction is
that it lengthened the interaction between teacher to student
and student to student during class time. Teachers who are
using flipped instruction state that the best benefit is that for
the first time in their teaching careers, they have some one-on-
one contact with every student during every class period [15].
Indeed, the flipped instruction is a model which integrate
direct instruction with inquiry-based learning. This allows
more time for the development of critical thinking and 21st
century skills.
Evidence has indicated that in most cases students have
preference for the flipped classroom instruction as compared
to traditional lecture style [12], [14],[16]. The educators and
instructors have also signified that the flipped classroom
pedagogy has innovated their instruction and has restored the
excitement in teaching [16]. In addition, flipped learning
permitted the teachers to use present-day students’ language
[12] who are accustomed to using the web and social media
for interaction and information.
Studies have also been conducted on the application and
effectiveness of flipped classroom instruction. One positive
effect of flipped classroom instruction was conveyed by [6] in
their investigation where they utilized mixed method. They
designed a 6-week flipped classroom instruction in teaching
communication skills to senior high school students. The
findings of their study revealed a positive impact both in the
teaching and learning process. The results also revealed that
most respondents agreed that flipped instruction improved not
just their oral communication skills but also their listening,
reading and writing skills.
Similarly, Afrilyasanti et al. [10] conducted a study on the
effect of using flipped classroom instruction on the writing
ability of 62 EFL students at an Indonesian secondary school
using experimental design. Two intact groups were utilized in
the study: the experimental group which used flipped
classroom model and the control group which utilized the
traditional instruction. Both groups were given a pre-test and
a posttest. The findings of their study showed that students in
the experimental group achieve better writing ability as a
result of the treatment.
Sung [17] also studies flipped in the English content class
where 12 college students participated. Students were required
to view the lesson materials and to participate in varied online
activities on an LMS flat form. Then collaborative activities
such pair work and group task were done up to the realization
of the final project which was to design an evaluation plan.
The results of the study demonstrated students perceived the
flipped learning positively despite the initial difficulties of
adjusting themselves to it. In addition, they considered flipped
learning as a good impetus for altering the current English
language pedagogy.
Ahmed [18] examined also the impact of flip classroom on
the writing skill of EFL students and identify their attitude
towards flipped instruction. A total of 60 students divided into
experimental and control group participated in the study. Both
groups were pretest using EFL writing test. After a period of
about three months instruction using the flip for the
experimental group and traditional instruction for the control
group, an EFL writing posttest was given to the groups. The
findings of the study revealed that flipped learning group was
significantly better than the traditional instruction group.
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Moreover, the respondents who undergone flipped instruction
showed positive attitude towards it.
Ekmekci [14] compared flipped and traditional face-to-
face lecture-based writing classes on the basis of writing
performances using true experimental design. The
experimental group consisted of 23 Turkish English Language
Teaching (ELT) students who were instructed using flipped
model and 20 ELT students instructed using traditional face-
to-face lecture-based writing class. The results of the tests
conducted revealed that the group who experienced flipped
instruction significantly outperformed the traditional face-to-
face after the treatment process. Additionally, majority of the
students in the flipped instruction held positive attitudes
towards it.
The above mentioned reviews demonstrate few studies
conducted on the application of flipped classroom learning
from various angles. However, no work at least none to the
best knowledge of the authors conducted a study on flipped
classroom instruction focusing on the academic writing of
secondary students in the Philippines. Hence, this study is set
to add to the literature by investigating the use flipped
classroom instruction on academic writing in the Philippine
context.
III. THEORETICAL BACKGROUND
Flipped Classroom Instruction is rooted in the research
of active learning. In the area of knowledge introduction and
acquisition Vygotsky [19] posited the theory of Zone of
Proximal Development (ZPD), which assumed that when a
student is at the zone of proximal development, assistance and
support of capable educator will give the student sufficient
‘boost’ to complete the task. Once the student developed the
skills to do the task, assistance can then be removed and the
student will become competent enough to accomplish the task
on his own. Vygotsky also postulated that interaction with
peers is another successful means of enhancing skills and
strategies. He suggests that teachers should utilize
collaborative learning exercises where more competent
students help their less proficient peers to improve within the
zone of proximal development [20]. This concept is aligned
with the perspective of the flipped class learning, where
instructional media is used to introduce new knowledge and
with help of the teacher the student will make sense of the
deeper meaning of the content. In addition, the teacher can
maximize the class time for collaborative and individualized
support of tasks.
Researches in the flipped learning further indicate active
knowledge construction and higher order thinking skills
which can be associated with Bloom’s taxonomy of learning.
Bloom [21] postulates that without active learning, which
includes application, analysis and synthesis, there can be less
learning. More specifically, when students do not have higher
order understanding of the content and are asked to critically
evaluate a problem they often cannot do so [22]. Applying
Bloom’s taxonomy to flipped learning, outside class students
usually use lower levels of cognitive work such as knowledge
and comprehension when they watch instructional videos,
then during class hours they focus on the higher forms of
cognitive work such as application, analysis, synthesis or
evaluation with the encouragement of their teacher and peers
[23]. The flipped learning allows students to achieve
substantial basis of the course content, complete
understanding can be done with the help of the peers and
teachers, and this build towards other activities, assessments
which can develop or enhance higher order thinking skills.
Moreover, students’ experience of sharing their knowledge
with others can shape their sense of self and community
belonging. These further strengthen flipped classroom
approach by affording students the opportunity to develop
their own voice and take a stance in relation to content
knowledge.
IV. METHODOLOGY
A. Research Design
The study used the mixed methods, this design is a
method of gathering, scrutinizing and integrating both the
qualitative and the quantitative data [24]. This approach
provides advantages including triangulation, development,
complimentary and initiation of another question and
expansion [25]. Quantitative data were gathered through the
survey questionnaire, while the qualitative data were elicited
from the semi-structured interview of the participant
volunteers.
students were required to produce an academic writing that
were based on the course syllable such as writing a critique
paper, concept paper and position paper which students were
given time to write inside-class so that teachers could provide
guidance while writing.
D. Research Instruments
To investigate students perception of the flipped
classroom instruction and the description their familiarity and
experience of the method a survey questionnaire was used.
The questionnaire was adapted from Güvenc [27] and revised
to suit the need of the current respondents. It is a 5 point
Likert scale and contains 10 questions
And to have an in-depth analysis on the responses of the
students on the questionnaire, a semi-structured interview
was conducted. Volunteers were asked to participate in the
interview and they were assured that the data collected from
them were kept confidential and anonymous. Students’
responses were recorded, transcribed and analyzed for themes
related to the content and their learning.

B. Participants and Setting

V. RESULTS AND DISCUSSION
The participants of the study consisted of 49 males and 51
females. All were enrolled in English for Academic and Table 1. Students’ Perception of Flipped Instruction and
Professional Purposes course from a senior high school in Traditional Instruction
Quezon City, Philippines. They come from heterogeneous
class and their age range from 17-20 years old.

C. Instructional Design

The course design was divided into three phases: the

outside-class activities, inside-class activities and the writing
assessment. The outside-class activities were before class
sessions where students view video tutorials and power point
presentations at their convenience. These educational videos
were based on the course curriculum and were pre-recorded
and provided for the students via closed group community in
Facebook or files that students could download to the
memory of their laptops, tablets or smart phones in class.
Aside from viewing the videos, students were also required
to take down notes and come up with questions they found
difficult in the video they watched. Conversely, the inside-
class activities was a classroom session where students
interact with each other, share their ideas on the video
content, evaluate their understanding and ask questions about
their difficulty. The peers and the teacher would try to address
the questions raised. Students were also engage in active
learning by doing pair work, group task or collaborative essay
writing. These tasks provide opportunities for cooperative
learning and problem solving [26] as students share their
ideas and discuss the lessons that they might be unable to
understand on their own. The teacher was there to provide
support, especially the individualized clarification of
misunderstanding and giving feedback when necessary.
Hence, students had a chance for additional practice and
support. The last phase was the writing assessment, the

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 Table 1 revealed the positive perception of students
toward flipped classroom instruction over traditional
teaching. Half of the respondents (50.1%) favored learning
the course content through flipped class technology rather
than conventional classroom lecture. Thus, they disagree
(40.6%) on the statement of having all the lessons be taught
in the traditional approach. Students did not also favor
(32.7%) the conservative approach in which the teacher
lectures in class afterwards they would answer activities;
however, there were also students who were undecided on the
statement (31.7%). A majority of the students (63.4%) liked
the collaborative and engaging activities than forthright
writing activities. Similarly, many students (60.4%) believed
that videos and power point presentations helped them learn
the course content more effectively than lecture alone. While
41.6% of the students differed on the statement of feeling
uncomfortable without the presence of the teacher during
virtual online class. 40.6% of the students thought that it was
easier for them to grasp the main point of the lecture in the
flipped classroom instruction as compared to the traditional
delivery of lesson. Hence, 43.6% of the students disagreed on
the statement that their experience in flipped learning was a
challenge and an obstacle in learning. Similarly, students
(48.5%) differed on the statement that they had difficulty
accessing technology of the out of class materials. And
approximately, more than half of the students (56.4%) rated
their learning experience in academic as positive because of
flipped classroom instruction.
The study indicated that most students have positive
perception on the flipped classroom instruction as compared
to the traditional approach in the manner of learning
academic writing. Collaborative work and student active
learning were found as one of the positive function of flipped
classroom instruction according to Sung [17] and this was
also evident in the current study. The results acquired for the
semi-structured interviews were as follows. For the question,
“Why do you prefer watching educational videos than having
straight lecture about the topic?” Some of the responses were:
Excerpt 1
“…watching videos outside the class allows to me
prepare for the discussion in class because academic
writing is not something I’m good at, so it’s really
helpful when I watch tutorial about it.”
Excerpt 2
“…lessons in writing are sometimes boring
especially in class. And it helps when we watch
videos at home because the teacher did not need to
lecture it again in class, just the clarification and
activities…”
The students liked watching videos than having the
straight lecture because they found lectures in class boring
especially that their subject was academic writing; hence,
flipped class was like their break from monotonous class
lectures because they needed not to lecture what they have
viewed outside class. The inside class hours were devoted for
the discussions of their understandings, difficulties, and
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activities. As stated by Bishop and Verleger [9], Bergmann
and Sams [12] that flipped learning gives personalized-
differentiated learning because the students can learn at their
own pace, especially those who were having difficulties in
the course content they can always playback, pause and do
what is needed to be done for them to understand the content
of the video presentation.
Next question asked was, “Would you prefer to study via
traditional teaching methods where the teacher do lectures
then writing activities afterwards in all writing lessons?
These were some of students’ responses:
Except 3
“…not all lessons in writing should be lectured by the
teacher, we may die of boredom [laughter]. Joke. I
liked watching videos and discuss what we learn in
class…”
Excerpt 4
“…in my previous classes we didn’t get to finish all
the lectures and activities because we almost always
run out of time. So watching videos at home and
doing activities in school are really helpful…”
Excerpt 5
“…collaborative tasks gave us the opportunity to
work with others, share our ideas and solve problems
with the help of one another… sometimes there were
too many tasks to accomplish and videos to watch at
home that we can’t hardly keep up…”
All the interviewees believed that flipped learning was
helpful for them because they get to finish lessons on time
since they have to learn the course content at home, and the
activities or application part were done inside the class. Thus,
flipped learning lengthened the time for students to
accomplish all the learning tasks that were needed to be done
in school. And again flipped learning was like a break from
the monotonous boring lectures in class because students
relate more to video presentation and online flat forms since
those are their language nowadays [12]. This was in line with
the question, “Do you like doing collaborative and engaging
group work activities in lesson than doing straight writing
activities?” Their response to this was unanimous that they
enjoyed doing collaborative and engaging tasks because they
were not just passive receivers of the knowledge but they
engage and were active participants in the process of learning.
However, one commented that despite interesting and
engaging tasks sometimes the activities were so
overwhelming that they found it hard to keep up. Junio and
Bandala [6] and Lee and Wallace [7] noted the same
comments from the participants of their study that students
found the activities especially the homework given by
teachers too overwhelming.
 Fourth question was “Would you say that you learned
more effectively from the videos and power point
presentations that class lecture alone? These were some of the
interviewees’ response:
Excerpt 6
“Not really learn more effectively because there
were parts of the power point presentation or video
lecture that I could not understand immediately, so I
had to write it down and ask the teacher about it
during classroom hours.”
Excerpt 7
“…I understand some parts of the lessons but not all,
that’s why during class it’s important to ask the
teacher about the difficulties… there were times also
that I asked my classmates for clarification…”
The students did not completely attribute their
comprehension of the lessons through the video presentations
and power point presentations alone. They disclosed that
there were parts of the presentations that they found difficult
to understand; hence, they needed to take down notes of their
difficulties during the viewing of the videos at home. In
addition, the students believed that inside class discussion
was really needed and helpful for the clarification of
difficulties. They could also ask their classmates
understanding of the video; thus, there was a clear interaction
between teacher to student and student to student [15].
The fifth question asked to the students was, “Did you feel
disconnected and uncomfortable without a teacher being
present during the virtual online class? Some of their
responses were as follows:
Excerpt 8
“Teacher A was so helpful and accommodating to the
questions of the students so I never felt disconnected
because I know I can always asked her during
class.”
Excerpt 9
“Not really, it’s just like watching regular video at
home, the only difference was that I had to really
understand it because it’ll be discuss in class. I do not
want the teacher to catch me not studying the
lesson.”
The students did not feel any disconnectedness or
uncomfortable with the virtual online classes because as
mentioned in the study students were really accustomed to
online world for information and similar activities. Thus, they
develop and practice their autonomous learning skills with
the help of the virtual classes.
The sixth question asked was, “Did you experience
difficulty in accessing the technology for out-of-class
materials?
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Excerpt 10
“There was no difficulty accessing the files because
Teacher A always give us files from our USB aside
from uploading to our group in Facebook… we
sometimes watch the videos as a group in one of my
classmates house…”
Excerpt 11
“No difficulty at all. Teacher A provided us copies
before going home… Files were uploaded also so we
could not make excuses why we’re not able to watch
the videos or study the power point…”
Previous studies have indicated the difficulty in accessing
technology for outside class materials in flipped learning [6]
[28]. The students from the present study did not report on
experiencing such difficulties probably the teacher had
planned the instruction out well and prepared for the possible
problems that might arise throughout the duration of flipped
implementation. Thus, it is important then that the teacher is
not only equipped with knowledge about the instruction but
he/she should have preparations and back up plans if ever
some of the initial actions do not work as intended [6]. In the
case of the present study, the teacher gave back up files to be
uploaded to students’ gadgets aside from uploading in a
closed group online flat form. And as one student commented
they also watched videos as a group, so these group of
respondents were finding ways to do the assigned task before
coming to class. Flipped learning also taught these students
to be more responsible and resourceful.
And the last question asked was, “Would you rate your
learning experience in academic writing as positive because
of flipped learning?”
Excerpt 12
“I learned a lot from this semester. Teacher A’s
approach to teaching academic writing helped me
understand how to write different types of academic
papers… the assistance and the support given to all
of us is…
Excerpt 13
“It was really a positive learning experience. I thought
that academic writing class was boring and difficult,
but flipped learning changed my mind about it. I
enjoyed the video presentations and the classroom
activities, plus the teacher was always ready to help.
Though I had difficulty at the beginning my classmates
were there to help me…”
All the interviewees reported having positive experience
in learning academic writing through flipped instruction. It
changed the way they perceived the learning in writing class.
The video presentations were probably something within
their understanding as they had enjoyed watching it as well
as the interactive classroom activities that were given to them.
The most important was the support they got from their peers
and teachers. Indeed, academic writing needed not to be
tedious for both the students and the teachers, with the
infusion of technology and well-planned activities and
execution it can also be motivating, engaging and fun.
VI. CONCLUSION AND RECOMMENDATION
The findings of the current study demonstrated that
students perceived the flipped writing class as positive,
motivating and engaging. Students also reported that time
was spent more efficiently in flipped classroom because they
had time to accomplish their daily tasks and activities in class
as compared to their traditional classes. In addition, it
encourages individual and collaborative learning because
students are expected to write and do activities inside the
class; hence, interaction with peers and the teacher is
inevitable.
Evidence of the quantitative study showed that flipped
learning is more enjoyable than traditional lecture-based
writing classes. And this is confirmed by the qualitative result
of the study where students favored more the flipped
instruction. Students’ active involvement were fortified by
flipped learning as they become more eager to accomplish
their writing tasks. Negative perspective mentioned in the
literature towards writing has also been found to alter through
flipped writing instruction to a great degree.
Considering that this is one of the few studies which offer
qualitative and quantitative understanding of students’
perception of the flipped learning in academic writing, it has
also some limitations that should be recognized. First, the
study involved very limited participants, and the findings
may yield different results using larger participants. It is
important to further this study using larger respondents and a
different context. Second, the analysis of the data was limited
to students’ perspectives, future research should employ
controlled studies that investigate student performance using
a range of measurement tools.
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