Online Collaborative Flipped Writing Classroom for EFL Writing Instruction in the New Normal Era: Students’ Perceptions

Abstract

Although various ELT scholars have offered some pedagogical measures to tackle the unprecedented impacts of the Covid-19 pandemic, studies on the extent to which the online FC learning model can be enacted in the EFL writing classroom in such a remote instructional situation remain under research. To fill this void, drawing on the online collaborative flipped writing classroom (OCFWC) learning framework (Husnawadi 2021), this study aimed to investigate EFL students’ perceptions regarding the implementation of the learning model for EFL writing instruction in the times of the New Normal; the challenges they encountered; and the suggested refinement of how the learning model can be appropriately enacted in such a remote learning condition. Both quantitative and qualitative evidence showed that writing students positively perceived the implementation of OCFWC for EFL writing instruction in terms of learning engagement, motivation, effectiveness and efficiency, satisfaction, and writing skill development. Another finding unveiled that the inadequacy of internet connection and less cooperation between the group members were their primary learning barriers. The qualitative evidence also showed that the students preferred the employment of self-created digital materials by the writing instructor and the provision of a free-internet quota by the university to implement the learning model better. Pedagogical implications and recommendations for prospective studies were discussed.