Enhancing Paragraph Writing through Flipped Classroom Instruction: A Mixed-Methods Study among TESL Students in Malaysia

Abstract

Writing is widely acknowledged as one of the most demanding skills in second language learning because it requires accuracy, organization, and sustained cognitive control. For TESL students, strong writing ability is essential not only for academic success but also for their future roles as English teachers. In the Malaysian context, however, writing has remained a persistent area of weakness, with many graduates struggling to produce clear and well-structured texts. Traditional writing instruction, which often relies on lengthy teacher explanations, tends to limit student engagement and provides insufficient opportunities for active practice. This study was conducted to investigate whether the flipped classroom could offer a more effective approach to teaching paragraph writing, with a particular focus on the four essential elements of topic sentence, elaboration, examples, and closure. A mixed-methods design was employed, involving two intact classes of semester two TESL undergraduates. The experimental group received flipped instruction through pre-class videos and in-class collaborative activities, while the control group followed conventional lecture-based teaching. Quantitative data were collected through pre- and post-tests, and qualitative insights were obtained from reflective journals and semi-structured interviews. The findings revealed that students in the flipped classroom group showed significant improvement in their paragraph writing performance compared to those in the control group. The qualitative data further highlighted students’ positive perceptions, with many reporting increased motivation, flexibility, and confidence in their writing. In conclusion, the study demonstrates that flipped classroom pedagogy can effectively enhance both writing outcomes and learner engagement, offering valuable implications for TESL writing instruction in higher education.