Résumés
Abstract
This study investigates the impact of process writing and flipped learning on enhancing students' extended essay writing performance and higher-order thinking skills (HOTS). The process writing approach emphasises writing as a recursive activity involving multiple drafts, feedback, and revisions to improve coherence and clarity. A quasi-experimental design was applied, involving 120 Form Four students in northern Malaysia. Participants were divided into an experimental group, which received process writing-based flipped learning instruction, and a control group, which received textbook-based instruction in a flipped setting. Data were collected through pre-test and post-test assessments of writing and HOTS, along with qualitative feedback from student interviews. Analysis of covariance (ANCOVA) revealed significant improvements in the experimental group's writing across content, communicative achievement, organisation, and language use. Additionally, the experimental group showed marked growth in HOTS, particularly in analysing, evaluating, and creating. Although originally proposed in 1981, Flower and Hayes' model remains relevant for understanding the cognitive processes involved in students during writing, especially in instructional design contexts. This study supports the integration of process writing and flipped learning to enhance writing performance and HOTS, offering practical insights for educators seeking an effective and engaging instructional approach in teaching and learning of extended essay writing.
Keywords:
- extended writing,
- flipped learning,
- higher-order thinking skills,
- process writing,
- writing performance
Résumé
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.
Mots-clés :
- rédaction longue,
- classe inversée,
- habiletés de pensée supérieures,
- processus de rédaction,
- performance en écriture
Parties annexes
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