"THIRD-YEAR ENGLISH TEACHER EDUCATION STUDENTS' PERCEPTIONS OF FLIPPED CLASSROOM APPROACH ON ACADEMIC WRITING SKILLS AT A UNIVERSITY IN THE MEKONG DELTA."

Abstract

The Flipped Classroom Approach (FCA) has been increasinglyappliedinEnglish as a Foreign Language (EFL) contexts to enhance students’ academic writing skills. This study aims to explore the positive and negative impacts of FCA,as well as the difficulties encountered by 30 third-year English major studentsatauniversity in the Mekong Delta of Vietnam. Data were collected solelythroughaquestionnaire focusing on students’ performance in academic writing, includingvocabulary, coherence, grammar, and overall organization. The results revealedthatstudents generally perceived FCA as having a positive effect on their writingperformance, particularly in improving vocabulary use, coherence, andoverallorganization. Although some negative impacts and challenges were reported, theywere moderate and did not significantly hinder students’ performance. Thestudyalso highlighted the role of peer collaboration and self-directed learninginmaximizing the benefits of FCA. This research contributes to a better understandingof FCA in EFL writing classrooms and provides valuable insights for educatorsandstudents in designing effective writing instruction.