Composing is a perplexing and testing task that requires a lot of preparation to become proficient. Student-focused practices and individualized preparation should be investigated to get the most elevated level of productivity from the training for this assignment region. Nonetheless, swarmed classes, concentrated educational programs, and restricted time spent in school make it hard to give individualized preparation (Kansızoğlu & Bayrak Cömert, 2021, p. 280). Regardless of its significance, the space of composing is disregarded today. Current practices and assets are deficient in creating abilities explicit to this space. The principal markers of inadequate composing training are the restricted time assigned to an instruction, limited directed composing study, and absence of various schooling rehearses (Kansızoğlu & Bayrak Cömert, 2021, p. 280). Moreover, there is a detrimental gap between the outside world where advanced technology is integrated into every practice and conventional writing education. Flipped Classroom method is a possible solution that might bridge this gap and raise the instruction methodology to the next level.
Flipped Classroom Instruction makes the examples accessible to the understudies outside the class and lets the understudies see the illustrations at their speed and comprehension. The flipped homeroom guidance is a new and arising approach where addressing occurs at home with the utilization of innovation and practice, and composing tasks arise in the class with the educator and the friends (Chatta & Haque, 2020, p. 230). The educator causes the understudies to compose passages in the class to take care of their composing issues and gives a framework. Homeroom turns into a group conversation and critical thinking phase by empowering students to partake in study hall exercises and games. The investigations show that the Flipped Classroom model is altogether more viable than the conventional up close and personal showing strategy in fostering understudies’ overall metacognitive composing mindfulness (Chatta & Haque, 2020, p. 242). The flipped model urges understudies to be independent in learning, tackle issues, and find their learning procedures. Thus, this is an area that needs more research to integrate the method into writing instruction successfully.
References
Chatta, B. S., & Haque, M. I. (2020). Improving paragraph writing skills of Saudi EFL University students using flipped classroom instruction.Arab World English Journal, 6, 228–247.
Kansızoğlu, H. B., & Bayrak Cömert, Ö. (2021). The effect of teaching writing based on flipped classroom model on metacognitive writing awareness and writing achievements of middle-school students. Education and Science, 46(205), 279-302.