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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2925
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dc.contributor.advisorSumalee Chinokul-
dc.contributor.authorLuo Yuanzheng-
dc.date.accessioned2025-10-01T03:30:18Z-
dc.date.available2025-10-01T03:30:18Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2925-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectLanguage and language -- Study and teachingen_US
dc.subjectEnglish language -- study and teaching -- Foreign speakersen_US
dc.subjectSecond language acquisitionen_US
dc.subjectEnglish language -- Study and teaching -- Chinese speakersen_US
dc.titleThe effects of the MOOC-based flipped classroom with collaborative writing on Chinese EFL learners argumentative writing abilitiesen_US
dc.typeThesisen_US
dc.description.other-abstractThe study was designed with two primary objectives:1)to examine the effects of an instructional approach integrating MOOC-based flipped classroom and collaborative writing on the argumentative writing abilities of university students,and 2)to explore the students' opinions toward this instructional method.The participants in the study comprised 30 English majors from a university in China,and the research spanned a period of eight weeks.The research instruments employed in this study included pre-and post-tests,instructional materials and lesson plans,as well as a questionnaire.The results from the pre-test (M=5.367;SD=0.49)and post-test (M=6.74; SD=1.11)indicated that the instructional approach involving MOOC-based flipped classroom with collaborative writing led to a significant improvement in students' argumentative writing (t=-9.687, p>0.05).Students expressed positive opinions about the instruction,as reflected in the close-ended section of the questionnaire (M=4.17,SD=1.23).Notably,70%of the students raised individual concerns in the open-ended questionnaire,addressing issues such as essay initiation,organization, and language use.These findings underscore the importance of integrating innovative teaching methods and establishing a supportive online environment for enhancing students' learning of argumentative writing, suggesting valuable insights for writing instructors.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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