Development of argumentative essay writing through flipped classroom instruction by using EdPuzzle application

This study examined the achievement of Thai12th grade EFL students in writing argumentative essays and their perspectives on the utilization of flipped classroom instruction with the EdPuzzle program. Thirty participants from Samut Prakan Province were selected using convenience sampling. Before receiving instruction through this method, they completed a pretest. During the lessons, the participants' progress in argumentative essay writing was monitored to evaluate the effectiveness of this strategy. Following the instruction, posttests and questionnaires were administered as research instruments to assess students' writing development and their attitudes toward learning. A scoring system was used to evaluate all four aspects (claim, reason, rebuttal, and organization) of the participants' argumentative essay tasks. The findings revealed a significant increase (t=14.39; P=0.00; df=29) in post-test mean scores (X=16.67) for argumentative essay writing. The mean score for all dimensions in the pretest was 1.88 with an average standard deviation (S.D.) of 0.76, while in the posttest, the mean score was 4.15 with an average S.D. of 0.45. Qualitative data collected and analyzed included students' learning attitudes, which were predominantly classified as “very positive” (X=4.93). Most students expressed satisfaction with the flipped classroom instruction using the EdPuzzle application, noting its convenience and ability to offer flexible study periods, thereby enhancing their learning experience.