Digital Video-Supported Flipped Instruction And Efl Writing Development
DOI:
https://doi.org/10.60087/jklst.vol5.n1.003Abstract
This study investigated the use of digital video-supported flipped instruction to enhance EFL writing development among first-year English majors in Vietnamese higher education. An action research design was employed with 45 first-year English-major students at Hanoi University of Natural Resources and Environment. The intervention lasted ten weeks and integrated pre-class digital videos with in-class writing practice, peer interaction, and teacher feedback. Data were collected through pre- and post-writing tests, a student questionnaire, and semi-structured interviews. Quantitative results showed significant improvements in students’ overall writing performance, particularly in content development, organization, vocabulary use, and grammatical accuracy. Qualitative findings further revealed that students perceived the videos as useful for understanding writing structure, preparing ideas before class, and revising their drafts more effectively. The questionnaire and interview data also indicated positive learner attitudes, especially regarding flexibility, motivation, confidence, and engagement. The findings suggest that digital video-supported flipped instruction can be a promising approach for improving EFL writing instruction in Vietnamese university contexts.
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Data Availability Statement
The study was conducted at Hanoi University of Natural Resources and Environment, a public university in Vietnam. The participants were enrolled in the English language major and were taking an English writing course during their first year of study. At this stage, students were expected to develop fundamental academic writing abilities, including generating ideas, organizing paragraphs, using appropriate vocabulary and grammar, applying cohesive devices, and revising written texts.
Although the participants were English-major students, many still faced difficulties in writing. Common problems included limited idea development, weak paragraph organization, inappropriate use of cohesive devices, grammatical errors, and insufficient revision. These challenges provided the pedagogical basis for applying a flipped classroom model supported by digital videos. The intervention was designed to move basic writing instruction to the pre-class stage and use class time for guided writing practice, peer interaction, and teacher feedback.
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