ESL Primary Pupils’ Acceptance of the Flipped Classroom Model Based on Technology Acceptance Model (TAM) and its Impact on Writing Skills

Abstract

The flipped classroom concept has gained popularity in various educational settings by inverting traditional teaching methods enabling students to participate in active learning beyond the classroom. This research investigates the effectiveness of the flipped classroom technique in improving pupils' writing skills. The study used a quantitative research methodology to analyse pupils' writing performance in a flipped classroom environment. A total of thirty pupils between the age of 10 and 11 years old were chosen to participate in the research.  The participants consist of 16 girls and 14 boys. A thirty-item questionnaire that was based on prior research and relevant literature was the basis for the questionnaires that were created. This study used a five-level Likert item in its questionnaire: Strongly disagree, Disagree, Neither agree nor disagree, Agree, and Strongly Agree. The results demonstrate that the flipped classroom methodology enhances students' writing abilities. The research promotes the extensive adoption of the flipped classroom model in writing instruction, determining it to be a viable and efficacious educational approach for enhancing writing abilities. Additional research is advised to investigate the long-term consequences and its relevance across various educational contexts and levels.