Performance en rédaction longue et habiletés de pensée supérieures grâce à la classe inversée
DOI :
https://doi.org/10.21432/cjlt28847Mots-clés :
rédaction longue, classe inversée, habiletés de pensée supérieures, processus de rédaction, performance en écritureRésumé
Cette étude examine l’impact du processus de rédaction et de la classe inversée sur l’amélioration de la rédaction de dissertations et des habiletés de pensée supérieures chez les élèves. Le processus de rédaction met l’accent sur l’écriture comme une activité récursive impliquant plusieurs brouillons, des rétroactions, et des révisions afin d’améliorer la cohérence et la clarté du texte. Une méthode quasi-expérimentale a été utilisée, impliquant 120 élèves de niveau scolaire Form four dans le nord de la Malaisie. Les personnes participantes ont été réparties en deux groupes : un groupe expérimental, qui a reçu un enseignement fondé sur le processus d’écriture utilisant une approche de classe inversée, et un groupe témoin, qui a reçu un enseignement basé sur un manuel scolaire également dans une approche de classe inversée. Les données ont été recueillies à l’aide d’évaluations prétest et post-test sur la rédaction et les habiletés de pensée supérieures, ainsi que par des entretiens qualitatifs avec les élèves. Une analyse de covariance (ANCOVA) a révélé des améliorations significatives chez les élèves du groupe expérimental dans les domaines du contenu, de la réussite communicative, de l’organisation et de l’usage de la langue. De plus, ce groupe a montré une amélioration notable des habiletés de pensée supérieure, particulièrement en matière d’analyse, d’évaluation et de créativité. Bien que proposé initialement en 1981, le modèle de Flower et Hayes reste pertinent pour comprendre les processus cognitifs liés à l’écriture des élèves, notamment dans le cadre de la conception pédagogique. Cette étude soutient l’intégration du processus de rédaction et de la classe inversée pour améliorer la performance en écriture et les habiletés de pensée supérieures, offrant des perspectives pratiques aux personnes enseignantes à la recherche d’approches pédagogiques efficaces et engageantes pour l’enseignement du processus de rédaction de dissertations.
Références
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Allmendinger, P. (2017). Planning theory. Bloomsbury Publishing.
Alodwan, T. A. A., & Ibnian, S. S. K. (2014). The effect of using the process approach to writing on developing university students' essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139–155. https://rah.thebrpi.org/journals/rah/Vol_3_No_2_June_2014/11.pdf
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners' L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory and Practice, 14(3), 1133–1141.
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Lawrence Erlbaum Associates.
Bergmann, J., & Sams, A. (2023). Flip your classroom: Reach every student in every class every day (Rev. ed.). ASCD.
Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A Systematic Review of Research on Personalised Learning: Personalised by whom, to what, how, and for what purpose(s)? Educational Psychology Review, 33, 1675–1715. https://doi.org/10.1007/s10648-021-09615-8
Bielińska-Kwapisz, A. (2015). Impact of writing proficiency and writing center participation on academic performance. International Journal of Educational Management, 29(4), 382–394. https://doi.org/10.1108/ijem-05-2014-0067
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition, 23.1200.1–23.1200.18. https://peer.asee.org/22585
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Brame, C. J. (2013). Flipping the classroom. Vanderbilt University Center for Teaching.
Brookhart, S. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD.
Bulger, M. (2016). Personalised learning: The conversations we're not having. Data&Society, 22(1), 1–29. https://www.datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Feedback in the clinical setting. BMC Medical Education, 20(2), 460. https://doi.org/10.1186/s12909-020-02280-5
Campbell, D. T., & Cook, T. D. (1979). Quasi-experimentation. Chicago, IL: Rand Mc-Nally, 1(1), 1–384.
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students' self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8, 176. https://doi.org/10.1057/s41599-021-00860-4
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). London: Routledge. https://doi.org/10.4324/9781315456539
Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., & Bivens‐Tatum, J. (2008). Cognitive models of writing: Writing proficiency as a complex integrated skill. ETS Research Report Series, 2, i–36. https://doi.org/10.1002/j.2333-8504.2008.tb02141.x
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In Second handbook of English language teaching (pp. 719–736). Cham: Springer International Publishing.
Emerson, R. W. (2021). Convenience sampling revisited: Embracing its limitations through thoughtful study design. Journal of Visual Impairment & Blindness, 115(1), 76–77. https://doi.org/10.1177/0145482X20987707
Faraj, A. K. A. (2015). Scaffolding EFL Students' Writing Through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–141. http://files.eric.ed.gov/fulltext/EJ1080494.pdf
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition & Communication, 32(4), 365–387. https://doi.org/10.58680/ccc198115885
Graham, S., & Sandmel, K. (2011). The Process Writing Approach: A Meta-Analysis. The Journal of Educational Research, 104(6), 396–407. https://doi.org/10.1080/00220671.2010.488703
Grant, P., & Basye, D. (2014). Personalised learning: A guide for engaging students with technology. International Society for Technology in Education.
Harris, S. G. K. R. (2023). The role and development of self-regulation in the writing process. In Self-regulation of learning and performance (pp. 203–228). Routledge.
Hava, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, 8(1), 379–394. https://doi.org/10.17275/per.21.22.8.1
Hayes, J. R., & Flower, L. S. (2016). Identifying the organisation of writing processes. In Cognitive processes in writing (pp. 3–30). Routledge.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005
Karabulut‐Ilgu, A., Cherrez, N. J., & Jahren, C. T. (2017). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Lee, R. S. P. (2020). Exploring the learning outcomes of flipped learning in a Second Language (L2) academic writing classroom for low proficiency pre-university students. [Doctoral thesis, Swinburne University of Technology]. https://doi.org/10.25916/sut.26282392.v1
Nabhan, S. (2019). Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection. Edulite: Journal of English Education, Literature, and Culture, 4(2), 156. https://doi.org/10.30659/e.4.2.156-170
Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic. International Journal of Management and Applied Research, 7(2), 184–195. https://doi.org/10.18646/2056.72.20-013
Onozawa, C. (2010). A study of the process writing approach. Research Note, 10, 153–163.
Quan, J.-C., Luo, C., Yang, F., & Qiu, H.-P. (2017). Bloom’s taxonomy of educational objectives in information system courses. DEStech Transactions on Social Science, Education and Human Science, mess. https://doi.org/10.12783/dtssehs/mess2016/9623
Raman, A., & Thannimalai, R. (2021). Factors Impacting the Behavioural Intention to use e-Learning at Higher Education Amid the COVID-19 Pandemic: UTAUT2 Model. Psychological Science and Education, 26(3), 82–93. https://doi.org/10.17759/pse.2021260305
Raman, A., Mey, C. H., Don, Y., Daud, Y., & Khalid, R. (2015). Relationship Between Principals' Transformational Leadership Style and Secondary School Teachers' Commitment. Asian Social Science, 11(15). https://doi.org/10.5539/ass.v11n15p221
Raman, A. N., Thannimalai, R., Rathakrishnan, M., & Ismail, S. N. (2022). Investigating the influence of intrinsic motivation on behavioral intention and actual use of technology in Moodle platforms. International Journal of Instruction, 15(1), 1003–1024. https://doi.org/10.29333/iji.2022.15157a
Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J. H., & De Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31–79. https://doi.org/10.1111/j.1467-9922.2010.00590.x
Scott, B., & Vitale, M. R. (2003). Teaching the Writing Process to Students With LD. Intervention in School and Clinic, 38(4), 220–224. https://doi.org/10.1177/105345120303800404
Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 315–320). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.044
Shemshack, A., Kinshuk, & Spector, J. M. (2021). A comprehensive analysis of personalised learning components. Journal of Computers in Education, 8, 485–503. https://doi.org/10.1007/s40692-021-00188-7
Stefanou, C., & Xanthaki, H. (Eds.). (2016). Drafting legislation: A modern approach. Routledge.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation (5th ed.). Jossey-Bass.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
Yuliati, S. R., & Lestari, I. (2018). Higher-Order Thinking Skills (Hots) Analysis of Students in Solving HOTS Question in Higher Education. Perspektif Ilmu Pendidikan, 32(2), 181–188. https://doi.org/10.21009/pip.322.10
Zhang, L., Basham, J. D., & Yang, S. (2020). Understanding the implementation of personalised learning: A research synthesis. Educational Research Review (Print), 31, 100339. https://doi.org/10.1016/j.edurev.2020.100339
Téléchargements
Publié-e
Numéro
Rubrique
Licence
© Vanhitha Kernagaran, Amelia Abdullah 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
Droits d’auteur
Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
