Development of an Instructional Model Based on Task-Based Learning Combined with the Flipped Classroom Approach to Enhance Chinese Writing for Communication Ability and Academic Achievement among Student Teachers
Keywords:
Task-Based Learning, Flipped Classroom, Chinese Communicative WritingAbstract
The objectives of this research were 1) to develop an instructional model based on Task-Based Learning (TBL) integrated with the Flipped Classroom approach to enhance the Chinese communicative writing abilities of pre-service teachers, and 2) to compare the students' Chinese communicative writing abilities and academic achievement before and after the implementation of the developed model. This study employed a pre-experimental design, specifically the one-group pretest-posttest design. The participants consisted of 9 second-year pre-service teachers majoring in Chinese Language Teaching, selected through purposive sampling.
Despite the small sample size (n = 9), this factor served as a strategic advantage that contributed to the empirical success of the instructional model. The small group facilitated individualized instruction and comprehensive student monitoring. During the while-task stage and feedback sessions, the instructor was able to conduct intensive monitoring, observing learning behaviors and analyzing individual writing deficiencies in detail. This aligns with Vygotsky’s Zone of Proximal Development (ZPD), suggesting that instructional scaffolding is most effective through close interaction. Furthermore, the limited number of participants minimized communication gaps, allowing for immediate teacher-student reflection and real-time feedback for writing revisions. These factors enabled students to achieve significant progress in Chinese communicative writing within the specified timeframe—a feat often challenging in larger classroom settings.
The researcher further discussed the advantages of small-group dynamics, highlighting how individualized instruction and in-depth feedback significantly contributed to the marked improvement in writing proficiency. The results indicated that the students’ post-test academic achievement (
𝑥−x-
= 19.89, S.D. = 1.05) was significantly higher than the pre-test scores (
𝑥−x-= 8.83, S.D. = 1.13) at the .05 level (t = 24.32, p < .05). Similarly, Chinese communicative writing abilities showed a significant increase post-implementation, confirming the empirical effectiveness of the instructional model even within a small-scale context.
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