FLIP TO WIN: IMPROVING ARGUMENTATIVE WRITING IN CHINESE EFL CLASSROOMS

Abstract

Flipped classroom approaches have shown positive effects on writing, yet empirical evidence regarding argumentative writing remains scarce. This study investigates their impact on Chinese EFL undergraduates’ argumentative writing skills using an exploratory sequential design. The qualitative phase involved focus-group interviews with 18 students, leading to the development of an assessment rubric for evaluating argumentative texts. In the subsequent quantitative phase, 83 written texts were collected at four time points and analyzed statistically. Finally, qualitative and quantitative findings were integrated to address the research question. Results reveal improvements in both genre knowledge, identified in qualitative analysis, and writing performance, evidenced by quantitative data. The findings suggest that combining sufficient pre-class preparation with interactive in-class activities significantly enhances argumentative writing. This study provides theoretical insights and pedagogical guidance for instructors seeking to improve argumentative writing instruction through the flipped classroom model.