The Impact of the Integration of Metacognitive Strategy in the Flipped Classroom Model on Vocational High School Students’ Writing Skill, Writing Anxiety, and Writing Self-Efficacy
Abstract
The purpose of this study was to investigate the role of metacognitive strategy integration in the best class model on writing ability, anxiety, and self-efficacy in writing. The method used in this study was a quasi-experiment involving 250 vocational high school students using a random sampling method with 60% female and 40% male. The experimental group used five different types of metacognitive strategies with the flipped classroom model, while the control group received metacognitive strategy instruction intervention with traditional classes. The instruments used in this study were a writing self-efficacy scale, a writing ability measurement scale, two writing tasks, and a writing anxiety scale. Data analysis used the one-sample Kolmogorov–Smirnov (K-S) Test and the one-way ANCOVA test. The results showed that the integration of metacognitive strategies based on flipped classrooms was able to significantly improve writing ability compared to writing ability that received metacognitive strategy intervention in traditional classes. The improvement of students’ writing skills is seen in several components, namely content, organization of ideas, vocabulary usage, and mechanics. Metacognitive strategies that included planning, monitoring, and evaluation are able to improve the quality of students’ essay writing. The integration of metacognitive strategies in the flipped classroom model encouraged students to fully participate in various online learning activities before attending class and could reduce anxiety and writing self-efficacy substantially. This learning activity improves high-level cognitive skills, which can directly prepare students before entering the learning process activities. This study implies that the integration of technology with language learning models will not only be able to improve language skills but also be able to improve aspects that support the improvement of these language skills and reduce writing anxiety because students are equipped with various features in technology.
https://doi.org/10.26803/ijlter.24.2.7
Keywords
Full Text:
PDFReferences
Al-Abdullatif, A. M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment : The case of K-12 flipped classroom. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1835145
Alfaifi, M. J. (2022). A suggested model for metacognitive strategy instruction in EFL writing classrooms. Reading and Writing Quarterly, 38(4), 323–339. https://doi.org/10.1080/10573569.2021.1954569
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Chan, C. W. H., Tang, K. F. W., Chow, K. M., & Wong, C. L. (2021). Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy. BMC Nursing, 20, Article 81.
Chen, C.-H., & Yeh, H.-C. (2019). Effects of integrating a questioning strategy with game-based learning on students’ language learning performances in flipped classrooms. Technology, Pedagogy and Education, 28(3), 347–361. https://doi.org/10.1080/1475939X.2019.1618901
Cheng, Y. S. (2004). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41–62
Chust-Pérez, V. C., Esteve-Faubel, R. P., Aparicio-Flores, M. P., & Esteve-Faubel, J. M. (2024). Enhancing visual and plastic education training: A blended learning and flipped classroom approach. Journal of New Approaches in Educational Research, 13, Article 11. https://doi.org/10.1007/s44322-024-00011-y
Çini, A., Malmberg, J., & Järvelä, S. (2020). How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks. Educational Studies, 49(1), 54–75. https://doi.org/10.1080/03055698.2020.1834359
Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242–249. https://www.jstor.org/stable/40170632
Diningrat, S. W. M., Setyosari, P., & Ulfa, S. (2023). The effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students’ reading comprehension. Journal of New Approaches in Educational Research, 12, 77–99. https://doi.org/10.7821/naer.2023.1.1073
Do?an, Y., Batd?, V., & Ya?ar, M. D. (2021). Effectiveness of flipped classroom practices in teaching of science: A mixed research synthesis. Research in Science & Technological Education, 41(1), 393–421. https://doi.org/10.1080/02635143.2021.1909553
Fan, J.-Y., Tseng, Y.-J., Chao, S.-L., Chen, S., & Jane, S.-W. (2020). Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: A quasi-experimental study. BMC Medical Education, 20, Article 317. https://doi.org/10.1186/s12909-020-02240-z
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Gentner, N. M. (2024). Journals on strategy use, self-efficacy, and learning outcomes. 919–950.
Gok, D., Bozoglan, H., & Bozoglan, B. (2023). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840–860. https://doi.org/10.1080/09588221.2021.1950191
Green, K. R., Topping, K., & Lakin, E. (2021). Evidence-based teaching of essay writing: Intervention at primary school. Educational Psychology in Practice, 37(3), 303–319. https://doi.org/10.1080/02667363.2021.1939658
Gundel, E., Piro, J. S., Straub, C., & Smith, K. (2019). Self-efficacy in mixed reality simulations: Implications for preservice teacher education. The Teacher Educator, 54(3), 244–269. https://doi.org/10.1080/08878730.2019.1591560
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Does reading comprehension competence determine level of solving mathematical word problems competence? Journal of Physics: Conference Series, 1806(1), Article 012049. https://doi.org/10.1088/1742-6596/1806/1/012049
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of literacy teaching design integrating local culture discourse and activities to enhance reading skills. Cogent Education, 9(1), Article 2016040. https://doi.org/10.1080/2331186X.2021.2016040
Haro, A. V., Noroozi, O., Biemans, H. J. A., Mulder, M., & Banihashem, S. K. (2024). How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning? Interactive Learning Environments, 32(9), 5459–5478. https://doi.org/10.1080/10494820.2023.2215822
Hong, Y., Wu, J., Wu, J., Xu, H., Li, X., Lin, Z., & Xia, J. (2023). Semi?flipped classroom?based learning interventions in a traditional curriculum of oral medicine: Students’ perceptions and teaching achievements. BMC Medical Education, 23, Article 44. https://doi.org/10.1186/s12909-023-04017-6
Houghton, J. (2023). Learning modules: Problem-based learning, blended learning and flipping the classroom. The Law Teacher, 57(3), 271–294. https://doi.org/10.1080/03069400.2023.2208017
Hwang, G.-J., Yin, C., & Chu, H.-C. (2019). The era of flipped learning: Promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991–994. https://doi.org/10.1080/10494820.2019.1667150
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Jiang, M. Y.-c., Jong, M. S.-y., Lau, W. W.-f., Chai, C.-s., Liu, K. S.-x., & Park, M. (2020). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–1249. https://doi.org/10.1080/09588221.2020.1789171
Kerman, N. T., Noroozi, O., Banihashem, S. K., Karami, M., & Biemans, H. J. A. (2024). Online peer feedback patterns of success and failure in argumentative essay writing. Interactive Learning Environments, 32(2), 614–626. https://doi.org/10.1080/10494820.2022.2093914
Khodaei, S., Hasanvand, S., Gholami, M., Mokhayeri, Y., & Amini, M. (2022). The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic. BMC Nursing, 21(1), Article 22. https://doi.org/doi: 10.1186/s12912-022-00804-6
Kiel, E., Braun, A., Muckenthaler, M., Heimlich, U., & Weiss, S. (2019). Self-efficacy of teachers in inclusive classes: How do teachers with different self-efficacy beliefs differ in implementing inclusion? European Journal of Special Needs Education, 35(3), 333–349. https://doi.org/10.1080/08856257.2019.1683685
Latifi, S., Noroozi, O., & Talaee, E. (2023). Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning. Interactive Learning Evironments, 31(2), 655–669. https://doi.org/10.1080/10494820.2020.1799032
Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
Levrai, P., & Bolster, A. (2019). A framework to support group essay writing in English for academic purposes: A case study from an English-medium instruction context. Assessment and Evaluation in Higher Education, 44(2), 186–202. https://doi.org/10.1080/02602938.2018.1487024
Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Hiugher Education, 28(8), 1993–2027. https://doi.org/10.1080/13562517.2021.1943655
Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom?based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
Noroozi, O., Hatami, J., Bayat, A., van Ginkel, S., Harm, J. A., & Mulder, M. (2020). Students’ online argumentative peer feedback, essay writing, and content learning: Does gender matter? Interactive Learning Environments, 28(6), 698–712 https://doi.org/10.1080/10494820.2018.1543200
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Power, J. R., Tanner, D., & Buckley, J. (2024). Self-efficacy development in undergraduate engineering education. European Journal of Engineering Education, 50(1), 1–25. https://doi.org/10.1080/03043797.2024.2368149
Ramirez, S., Teten, S., Mamo, M., Speth, C., Kettler, T., & Sindelar, M. (2021). Student perceptions and performance in a traditional, flipped classroom, and online introductory soil science course. Journal of Geoscience Education, 70(1), 130–141. https://doi.org/10.1080/10899995.2021.1965419
Samadi, F., Jafarigohar, M., Saeedi, M., & Ganji, M. (2024). Impact of flipped classroom on EFL learners’ self?regulated learning and higher?order thinking skills during the Covid19 pandemic. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 24. https://doi.org/10.1186/s40862-023-00246-w
Shih, H.-c. J., & Huang, S.-h. C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420
Shih, H.-c. J., & Huang, S.-h. C. (2020). EFL learners’ metacognitive development in flipped learning: A comparative study. Interactive Learning Environments, 30(8), 1448–1460. https://doi.org/10.1080/10494820.2020.1728343
Shih, M., Liang, J.-C., & Tsai, C.-C. (2019). Exploring the role of university students’ online self-regulated learning in the flipped classroom: A structural equation model. Interactive Learning Environments, 27(8), 1192–1206. https://doi.org/10.1080/10494820.2018.1541909
Stone-Johnstone, A. (2023). Exploring the impact of the corequisite classroom climate on students’ attitudes toward mathematics. International Journal of Research in Undergraduate Mathematics Education.
https://doi.org/10.1007/s40753-023-00226-y
Thai, N. T. T., de Wever, B., & Valcke, M. (2020). Feedback: An important key in the online environment of a flipped classroom setting. Interactive Learning Environments, 31(2), 924–937. https://doi.org/10.1080/10494820.2020.1815218
Tsai, C.-W., Lee, L.-Y., Cheng, Y.-P., Lin, C.-H., Hung, M.-L., & Lin, J.-W. (2024). Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self?efficacy of Internet use in a cloud classroom. Universal Access in the Information Society, 23(1), 395–410. https://doi.org/10.1007/s10209-022-00958-9
Wang, J., & Jou, M. (2020). The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement. Interactive Learning Environments, 31(3), 1309–1321. https://doi.org/10.1080/10494820.2020.1830806
Xiao, L., Larkins, R., & Meng, L. (2018). Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach. Innovations in Education and Teaching International, 55(5), 521--532. https://doi.org/10.1080/14703297.2017.1415815
Yavuz-Erkan, D. (2004). Efficacy of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners [Unpublished dissertation abstract]. The Institute of Social Sciences English Language Teaching, Çukurova University, Adana/Turkey.
Ye, X.-D., Chang, Y.-H., & Lai, C.-L. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075–1092. https://doi.org/10.1080/10494820.2018.1495651
Zheng, B., & Zhang, Y. (2020). Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20, Article 100. https://doi.org/10.1186/s12909-020-02023-6
Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), Article 1686949. https://doi.org/10.1080/10872981.2019.1686949
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493