Competencies Framework for Flipped Learning in Writing Instruction

As students in a classroom have varying degrees of proficiency, teaching writing can be difficult, especially for English Second Language teachers. Teachers should adapt their teaching methods to the various learning levels of their students in order to meet their needs. The goal of this case study is to examine the writing instruction skills of English lecturers utilising a flipped learning strategy. According to this study, flipped learning was more engaging than the conventional method. Due to the use of technology, it was also simpler for the lecturers to evaluate the work of the students. In this study, a competencies framework has been put out to highlight the variables that affect English lecturers’ abilities when using a flipped learning approach to teach writing skills. According to this paradigm, if the English lecturers have the knowledge of teaching writing using technology, together with support from facilities and the teaching environment, they will be more ready to teach writing skills using flipped learning approach.