Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching learning. However, studies on how a environment encourage active student participation writing remain limited Malaysia. Therefore, this study examines ESL students' during when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at teacher education institution Malaysia participated study. Qualitative data were gathered from assessment forms (pair work group work), lesson logs, EdPuzzle video quizzes, samples worksheets. Descriptive interpretations thematic analysis used to analyse textual data. The findings revealed that by engaging themselves interactions in-class activities, contributing knowledge others, getting prepared with essential concepts content before class, focusing task, assessing quality writing. implicate teachers should consider use for engage actively essay