FLIPPED CLASSROOM INSTRUCTIONAL TECHNIQUE AND IELTS WRITING TASK 2: AN EXPERIMENTAL STUDY

Authors

  • Azmat Ali Shah Lecturer, Department of Education, Abdul Wali Khan University Mardan Author
  • Sadaf Bano PhD Scholar, University of Science & Technology, Bannu Author
  • Sanober Bano PhD Scholar, University of Science & Technology, Bannu Author
  • Naeem Khan MPhil Scholar, Department of English, Abasyn University, Peshawar Author
  • Kshif Mehmood Lecturer in English, Orbit College Katlang, Mardan Author
  • Asad Ali MPhil Scholar, Department of Education, Abdul Wali Khan University Mardan Author

DOI:

https://doi.org/10.63075/ah3qj768

Abstract

The purpose of this study was to examine how flipping classrooms affects IELTS students essay writing ability. The study sample comprised of 24 students from DELLS Language Academy Mardan, among these 24 students 12 were part of the experimental group and 12 were in the control group. Nature of the study was experimental and pre and post test was applied. Essay writing test was applied at the start of the experiment, following that, the control group received instruction using the conventional way, whereas the experimental group received instruction via flipping. Both groups were given same IELS writing task prior to the experiment and after the experiment as well. It was found that in the post-test of the Task 2 writing test, the experimental group did better than the control group. It is recommended that blended learning maybe used to enhance learners essay writing skills.

Keywords: flipped classroom, IELTS, writing task 2, students’ attitudes

Additional Files

Published

2025-06-24

Issue

Vol. 3 No. 2 (2025): Research Consortium Archive

Section

Articles

How to Cite

FLIPPED CLASSROOM INSTRUCTIONAL TECHNIQUE AND IELTS WRITING TASK 2: AN EXPERIMENTAL STUDY . (2025). Research Consortium Archive, 3(2), 742-751. https://doi.org/10.63075/ah3qj768