Extended Writing Performance and Higher-Order Thinking Skills via Flipped Learning

Vanhitha Kernagaran; Amelia Abdullah

doi:10.21432/cjlt28847

Authors

Vanhitha Kernagaran Universiti Sains Malaysia https://orcid.org/0000-0002-5549-5384
Amelia Abdullah Universiti Sains Malaysia https://orcid.org/0000-0002-4055-699X

DOI:

https://doi.org/10.21432/cjlt28847

Keywords:

extended writing, flipped learning, higher-order thinking skills , process writing, writing performance

Abstract

This study investigates the impact of process writing and flipped learning on enhancing students' extended essay writing performance and higher-order thinking skills (HOTS). The process writing approach emphasises writing as a recursive activity involving multiple drafts, feedback, and revisions to improve coherence and clarity. A quasi-experimental design was applied, involving 120 Form Four students in northern Malaysia. Participants were divided into an experimental group, which received process writing-based flipped learning instruction, and a control group, which received textbook-based instruction in a flipped setting. Data were collected through pre-test and post-test assessments of writing and HOTS, along with qualitative feedback from student interviews. Analysis of covariance (ANCOVA) revealed significant improvements in the experimental group's writing across content, communicative achievement, organisation, and language use. Additionally, the experimental group showed marked growth in HOTS, particularly in analysing, evaluating, and creating. Although originally proposed in 1981, Flower and Hayes' model remains relevant for understanding the cognitive processes involved in students during writing, especially in instructional design contexts. This study supports the integration of process writing and flipped learning to enhance writing performance and HOTS, offering practical insights for educators seeking an effective and engaging instructional approach in teaching and learning of extended essay writing.

Author Biographies

Vanhitha Kernagaran, Universiti Sains Malaysia

Vanhitha Kernagaran is a PhD candidate in Teaching English to Speakers of Other Languages (TESOL) at Universiti Sains Malaysia in Malaysia. Her research focuses on enhancing extended writing performance and higher-order thinking skills through process writing and flipped learning approaches. Email: nithaakav@gmail.com ORCID: https://orcid.org/0000-0002-5549-5384

Amelia Abdullah, Universiti Sains Malaysia

Amelia Abdullah is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia in Malaysia. Her expertise includes teaching English to speakers of other languages (TESOL), educational technology and media, e-learning, language literacy, pedagogy, and computer-assisted instruction. Email: amelia@usm.my ORCID: https://orcid.org/0000-0002-4055-699X

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