EFFECTS OF WRITING INSTRUCTION BASED ON TOULMIN MODEL IN FLIPPED LEARNING ENVIRONMENT ON ARGUMENTATIVE WRITING ABILITY OF UNDERGRADUATE STUDENTS

Abstract

The objectives of this study were 1) To examine the effects of writing instruction based on Toulmin model in flipped learning environment on argumentative writing ability of undergraduate students, and 2) To explore the students’ perceptions towards writing instruction based on Toulmin model in flipped learning environment. The samples were 17 English major seniors from Mahasarakham University who enrolled in Expository and Argumentative writing course in the first semester of academic year 2015. The experiment was held for 10 weeks. The data were collected quantitatively and qualitatively. A paired-sample t-test was used to investigate the differences between the mean scores from the pre and post writing test. The qualitative data were analyzed using content analysis. The findings of the study revealed that 1) there was a significant difference in students’ mean scores on English writing abilities before and after the implementation of the writing instruction at the significant level of .05, and 2) students had positive perception of the writing Instruction based on Toulmin model in flipped learning environment. They said that the writing instruction improved their argumentative writing ability since it allowed them to expose to prior contents and practice more in class. They also received more feedback and helps from the teacher too. However, some students said that they had difficulties in learning due to technology problems, and the limitation of time for writing in class.