Towards a flipped 5E model for teaching ESL problem-solution writing : a two-year design-based research study

Abstract

Problem-solution is a pervasive pattern of problem-solving commonly observed in many subject disciplines. Yet, although problem-solution is a well-studied phenomenon in engineering, mathematics, medicine, and science education contexts, it is less understood as an ESL (English as Second Language) writing genre. A typical problem-solution English essay consists of three major steps: (1) analysing the problem and context; (2) generating possible solutions; and (3) formulating arguments to support the preferred solution. Writing a problem-solution essay essentially involves convincing the reader of the cause(s) of a problem, and to suggest possible remedies. Many ESL learners find problem-solution essay to be one of the most challenging writing genres. This is because the commonly used pedagogies in traditional classroom settings do not facilitate the teaching of problem-solution essays. Teachers in traditional classrooms frequently face two major in-vivo constraints: time constraints, and low student engagement in discussing the problem issues. The present study proposes an innovative theory-driven instructional model for teaching problem-solution writing, which is termed the flipped 5E PSW (problem-solution writing) model. The flipped 5E PSW model is built upon three theoretical perspectives or models: (1) Jonassen’s design theory for case analysis problem-solving; (2) the flipped classroom learning model; and (3) Bybee’s 5E learning model. The main objective of the flipped 5E model is to enhance student engagement and to resolve classroom time limitations. The following research questions guided the investigation of the present study: (1) How does the flipped 5E PSW model compared with a non-flipped version? (2) How do students and their teacher perceive the flipped 5E PSW model? To address these research questions, a two-year longitudinal design-based research (DBR) approach was utilised. The same set of students were followed and assessed over a two-year period to measure the impact of the instructional interventions. Under the DBR approach, cycles of evaluation and refinement were undertaken four times over the two years in order to improve the initial model design. The flipped and non-flipped versions of the instructional model were implemented concurrently in two separate classes taught by the same teacher. The flipped group consisted of 23 participants. The non-flipped group also had the same number of participants. To assess students’ writing performance, student writing assessments were administered after each cycle of teaching. Student engagement with their learning tasks was evaluated using the length of their responses as an indicative marker. To collect students’ perception of the flipped 5E PSW model, student questionnaires and student focus group discussions were conducted. The teacher’s perception of the flipped 5E PSW model were collected through the teacher’s reflection notes on each lesson. A 2*2 mixed ANOVA was conducted to explore the effect of treatment (flipped versus non-flipped) and initial writing ability on participants’ writing scores, with time as a within-subjects factor and group (flipped, non-flipped group) and initial level of writing proficiency (low and high achiever) as two between-subject factors. There was a significant interaction effect between time and group, indicating that the flipped group significantly outperformed the non-flipped group in terms of writing scores when the participants were tested in different time periods. A significant interaction effect between time and performance was also found, which suggested that the means of the writing scores at different times for high achievers were significantly higher than those for low achievers. Thematic analysis of the study’s qualitative results revealed that students were consistently engaged by learning through the flipped 5E model than the traditional didactic approach. In general, they were increasingly satisfied with the instructional model over the course of the study. The teacher’s reflection notes were generally positive, in particular, pointing out that the model facilitated the tracking of student learning and identification of students’ difficulties. This longitudinal study concludes that the flipped 5E PSW model was more effective in improving students’ problem-solution essay writing performance over the two-year study period than its non-flipped counterpart. The flipped 5E model was also effective at improving students’ engagement. Furthermore, the application of the model in a real-world school environment demonstrates that it successfully overcomes the traditional classroom constraint issues.