چكيده
This study investigated the Effect of Teaching Writing through Flipped Classroom on Iranian EFL Learners’ Critical thinking, Autonomy, and Learning Engagement in Maraghah, Iran. To meet this goal, 60 Iranian female intermediate EFL students majoring in English language with the age range of 19 to 24 years old participated in the study. The participants were non-randomly divided into two groups experimental and control. Throughout the research, a number of instruments and tests were conducted; a general English placement test (Oxford Placement Test) which was used in order to ensure the homogeneity of students of the study in terms of the general language proficiency, Honey's (2004) Critical Thinking Questionnaire, and Student Autonomous Learning Capacity Questionnaire (SALCQ) designed by Xu, J. F. & Xu, L. (2004). Pretest and post-tests were conducted for both tests to measure and compare the skills of the two groups. The experimental group received Flipped Classroom methods of teaching writing. Scores were analyzed statistically to find if there were any significant differences between the participants of the two groups. One way ANOVA test using SPSS statistical software 20 was run. The data were analyzed using parametric tests of paired-samples and independent-samples t-test and Pearson correlation was run to probe the inter-rater reliability indices for the tests of reading. The results of this study indicated that the Flipped Classroom method of writing instruction can result in Critical thinking, Autonomy, and Learning Engagement.
Keywords: critical thinking, autonomy, learning engagement, writing
