Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Abstract

Abstract It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students’ written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a ‘design thinking’ approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework’s feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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