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Learning Resources Creative Writing Flip Chart

• Features who, what, where, when and how writing prompts
• Each section includes a blank card for customisation
• Helps young learners to understanding the story structure
• Endless combinations encourage children to write a new story every time
• Includes multilingual teachers guide

Product information

Product Dimensions	18.7 x 1.18 x 5.91 inches
Item Weight	1.1 pounds
ASIN	B06W9LTRLX
Item model number	LSP3037-UK
Manufacturer recommended age	6 years and up
Customer Reviews	3.4 out of 5 stars
Manufacturer	Learning Resources Ltd

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Learning Resources creative writing flip chart. Inspire creative writing with this hands-on writing prompt set! easy-to-use flip chart features who, what, where, when and how prompts with real-life photography on one side and a quirky written prompt on the other. Engaging chart encourages a variety of writing techniques including instructive, explanatory, descriptive and persuasive. Each section includes 15 prompts and a blank card for customisation. Includes multilingual teachers guide. Measures 47cm L x 15cm H. Suitable for ages 6+.

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LEARNING RESOURCES Creative Writing Flip Chart LER3037

$ 14.99

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Description

Additional information.

Double-sided flip chart featuring cards with real-life photography and unique writing prompts, inviting students to tell or write a brand-new story with each use. Mix and match image cards or phrase cards to determine the characters, plot and setting for each original story. Images and words allow readers of all levels, as well as ELLs and students with special needs, to create stories. Includes 60 total cards and Activity Guide. Chart measures 14 1/2″L x 5″H.

Weight	0.9 lbs
Dimensions	15 × 6 × 1.3 in

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Flip Charts – An important Emergent Writing Tool

Flip charts – an important emergent writing tool.

A long time ago, I learned about flip charts for emergent writers, thanks to Karen Erickson and David Koppenhaver . Writing flip charts were first developed by Gretchen Hanser and staff at the Centre for Literacy and Disability Studies

Direct access typical flip chart

Flip charts as a writing tool appealed to me for a lot of reasons.  Firstly, because I was working with a range of students with different access needs.  Some of them could point, some of them used partner assisted scanning, some of them used eye gaze.  Which meant there was a flip chart option for every single student I worked with.

Partner assisted scanning flip chart – 3 letters per page, high contrast

 Another reason flip charts appealed to me was because they were cheap!  At the time, most assistive technology cost a lot, and it was a long process to get funding for it in my area.  So, flip charts enabled students to get on with writing while we waited for the funding to be approved (often over a year).

4 letters per page – great for whole hand pointing

The outcome of all that flip chart use, was that I learned that writing flip charts are an amazing writing tool for many emergent writers.  Many students made huge progress while using them.  And I learned that flip charts often have big advantages over other writing tools for emergent writers.

Eye gaze flip chart – high contrast

These days, I work with a lot of different educators in a lot of different schools.  I frequently have people tell me that “we haven’t used a flip chart – I thought the keyboard in his iPad would be better” – and I decided it was time to write a blog post about why a flip chart is a great tool for many emergent writers.

Combination access flip chart – eye gaze for letter selection, partner assisted scanning for menu

Flip Charts come with LOTS of Teaching and Learning Moments

For me, the biggest reason I like to use a flip chart with an emergent writer is all the teachable moments it provides.  Please watch the below video with an early emergent writer to check it out!

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Many early emergent students need to learn that they are a writer.  Having repeated, intentional interactions with an adult around their writing helps them to learn that.  The positive feedback, the interactions and the success, all help them to learn they are a writer.

Direct access, high contrast, 3 letters per page

For many students I work with, technology has a lot of established expectations around it. For example, a student might perceive the iPad as a tool for videos, rather than a writing tool. Those expectations might interfere with us having those repeated, intentional interactions. But I usually find we can still have them if I switch to a flip chart instead.

Partner assisted scanning flip chart, 2 letters per page, high contrast

The flip chart also gives us an opportunity to repeatedly name the letters of the alphabet. I have no data that says that this improves alphabet knowledge, but I can’t help thinking that naming the letters again and again must help!

Themed flip chart for a student who loves trains

But, when we are using a QWERTY keyboard on an iPad I definitely don’t sit there and name all 26 letters repeatedly as a student thinks about which letter to use.  In fact, some students have already typed a whole heap of letters before I can even say a letter name!

Direct access, typical flip chart

(And before this sounds a little too flip-chart-centric, this doesn’t mean that I want a student to always use a flip chart. There might be times in the day when they write with a keyboard as part of play or other activities – but there are also times in the day I want to have these intentional interactions with them so that emergent writers can learn the functions of print – “print has meaning” and “everything I say, I can write”.)

Another reason I think flip charts rock, is that they give us a chance to celebrate successes as they happen, and to repeatedly attribute meaning.

If a student has just been playing with play dough and has now moved onto writing about it, I keep that in mind as they scribble with letters.  So, if they choose the letter P I can say “yay – P for play dough – wow!”.  If they choose the letter R I can say “maybe you’re talking about rolling the play dough”.  I get so many more of those moments when we write with a flip chart.  And those moments help to teach those functions of print. It’s so much easier to learn that print has meaning when we’re talking about the meaning.  And of course, that also helps them to learn that everything we say we can write. Again, the speed with which things happen when writing with an electronic keyboard often prevent these interactions from happening.

Check out the video below to see how very cool flip chart writing is! And how many of those teaching and learning moments we get 🙂

And, finally, the original reasons I used a flip chart still apply. They are still cheap – and you can download templates to print and make them from the Centre for Literacy and Disability Studies alternative pencils page or from my Comprehensive Literacy website.

There are also flip charts for so many different access methods, for different vision needs, etc.  You can access an ever growing range of flip charts from my website on the Writing by Me page .  There are flip charts for students who can point, eye gaze flip charts, high contrast flip charts with accommodations for vision needs and combination access flip charts for students who are using both eye gaze and partner assisted scanning.   And customised flip charts as well!

Space themed flip chart

And once any students knows most of the letters, most of the time, we definitely want them to move to a QWERTY keyboard (or another arrangement that enables easier access to all 26 letters).

QWERTY keyboard

Happy flip charting!!

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Learning Resources Creative Writing Flip Chart

Learning Resources 3037 Creative Writing Flip Chart

Inspire creative writing with this hands-on writing prompt set! easy-to-use flip chart features who, what, where, when and how prompts with real-life photography on one side and a quirky written prompt on the other. Engaging chart encourages a variety of writing techniques including instructive, explanatory, descriptive and persuasive.

Engaging literacy activity develops a variety of primary skills:

• Creative writing
• Speech and language
• Understanding of the story structure

Each section includes 15 prompts and a blank card for customisation.

• Colourful story writing chart features 15 prompts for all key elements of storytelling: Who, What, Where, When and How
• Double-sided chart features real-life photography on one side and unique phrases on the other
• Each section includes a blank card for customization
• Endless combinations encourage children to write a new story every time!
• Ideal solo and group activity
• Chart measures 47cm L x 15cm H
• Includes Teacher's guide

Suitable for ages 6 years +

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Flip Chart Note Taking: Tips for Non Graphic Recorders

by Tanya Gadsby | Aug 20, 2018 | Graphic Facilitation , Graphic Recording

When a meeting has multiple breakout groups, flip chart note taking can enhance and guide group discussions. During a breakout group discussion, one person is usually assigned as the “recorder,” and he or she rarely has a graphic recording background… so the notes might be illegible, scattered, or too lengthy. The basic fundamentals of graphic recording can enhance flip chart note taking or the use of large visual templates when facilitating discussions. Whether you’re a facilitator wanting to improve your flip charting, a volunteer scribe, or a sketch-noter… you don’t have to be an artist to take effective notes!

By implementing a few basic techniques, your flip chart note taking will improve in legibility and organization, and therefore facilitate better group discussions. Check out the Cheat Sheet at the end of the post, which is free to download!

The tips below are ordered from the most basic improvements you can make, to more sophisticated techniques.

Legible Writing

Clear writing is essential, although it’s often undervalued in the interest of speed. But the group needs to quickly read the ideas you’re putting up on the flip chart and build upon them – sloppy handwriting makes this difficult!

Improving your writing only happens through repetition and practice with the exact tools you would be using: large markers, flip chart paper, and in a standing position at a wall or flip-chart.

Start by writing a simple phrase at your quick handwriting pace. Then step back and analyze what needs improvement. Is it how close your letters are? Illegible m’s and n’s? Focus on what needs improvement and start slow – you want to embed the right gestures into your muscle memory before speeding up!

Heather Martinez, a colleague of mine, specializes in lettering and legibility and offers a wealth of resources on her site .

Planning Space

Always keep an eye on the time allotted for the discussion so you don’t run out of paper space! This is especially important when working with a large visual template. It can help to divide up your space by lightly penciling lines based on 15- or 20-minute blocks of time so you keep within certain boundaries.

Below is an example of our graphic wall set up and ready for a fast-paced graphic recording. We often lightly pencil in lines to separate blocks of time and ensure we utilize the space effectively. (note: the time blocks are emphasized in the image for demonstration purposes; they’re not visible to participants)

Hierarchy of Text & Colour Use

Organizing a discussion by topic will help participants quickly scan and understand main concepts and the details under each.

Headings – these are the general topics that come up in a conversation. For example, a discussion about a new company website might include these headings: Budget, Launch Date, Design, Communication, etc. Headings are best written in all-caps and in bold colours such as blue, green, red, or purple.

Sub-Headings – using the new website example, we might have sub-headings under Communication, such as: Social Media, Launch Day Promotion, Internal vs. External, etc. Sub-headings can be a contrasting colour from the Heading, or the same colour as your main text, but written in a larger font so it stands out from the main text.

Main Text – the main text is where you’re capturing more details under each sub-heading. For example, under the sub-heading “Launch Day Promotion,” there might be a discussion about give-aways, discounts, and social media channels. Black is a good standard for your main text. Ensure it’s the smallest size text you use, but still legible from a distance.

“Pop” or Highlight Colour – If you want, you can also choose a “pop” colour for making a particular idea stand out. This should contrast with the Heading, Sub-Heading, and Main Text, and will help emphasize ideas that really resonate with the group so they stand out at a glance.

Dividers and Bullets

Bullets anchor each idea on the page and guide the reader’s eye. Keep your bullets consistent (don’t mix stars, boxes, and check marks all on the same page!), and avoid using bullets that match the colour of your Main Text — the bullets should stand out to avoid being confused for text.

Where bullets help anchor each idea, dividers separate your content across the page. Dividers encircle each Header, its Sub-Headings and Main Text, in unobtrusive colours like pastels and grey tones. Consistency in your use of dividers will help keep your notes organized.

Organizing Content

There are a myriad of ways of organizing content in flip chart note taking — below are a few basic examples. The Data Visualization Catalogue is also an excellent resource categorizing different ways of organizing information.

The most basic way of structuring your content is through bullet lists. Lists work well on any note taking layout – from flip charts to visual templates to sketch-notes!

A more “organic” style of list, clusters allow you to add ideas wherever they fit around a main Heading or Sub-Heading. You can also use sticky notes to cluster initial ideas before committing them to paper.

Mind maps can be used when a group is brainstorming around one topic. They’re best used on larger paper, as flip chart paper is a bit small, and are effective at helping the group see a “big picture” of ideas and think of branches off ideas.

Venn Diagrams

Venn diagrams are effective when you want to demonstrate the relationship or overlap between different concepts. They’re best used when the main topics are identified and the group is discussing the relationship or opportunities between the topics.

Combinations

If you’re populating a large sheet of paper, you can utilize a combination of content organizers depending on the flow of the discussion. Maybe you start out by capturing ideas in a List, then move on to discussing the relationship between two of the ideas in a Venn Diagram.

The core skill of organized flip charts is synthesis. This means not capturing everything you hear, but recognizing when an idea has already been said (often phrased in a slightly different way) and not duplicating items you capture.

Synthesis requires you to pause and  listen to the group, rather than rushing to take notes word-for-word. This not only results in more organized notes, but also gives the group time to slow down and consider each idea. It facilitates better discussions if you’re listening and clarifying each idea before adding it to the flip chart or visual template. If someone suggests an idea that’s already written, but maybe phrased slightly different, it’s an opportunity to dig deeper and ask how their idea is different from the one already captured. Maybe there’s more to the idea that needs to be teased out.

As an example of synthesis, let’s say you’re capturing a group conversation about a New Dog Park . People start to share their ideas, which don’t follow a linear pattern or organization:

1. “The park needs clearly marked garbage disposal”

2. “Why did we choose this location? It’s not easily accessible.”

3. “Can we have dog poop bags available?”

4. “Grass becomes muddy in rain, let’s consider a fine gravel base.”

5. “Who is responsible for maintaining the park?”

6. “Is there a website with information about the park?”

When you’re capturing ideas, think about how they might be categorized and start putting up general headings. Synthesize what was said so you capture concisely, rather than verbatim:

Maintenance

• Assign park maintenance responsibility (quote # 5 above)
• Signage for garbage disposal (quote #1)
• Dog poop bag station (quote #3)
• Fine gravel base – not grass (quote #4)

Planning and Communication

• Purpose of location choice (quote #2)
• Accessibility (quote #2)
• Web page for dog park information (quote #6)

As more ideas start coming up, you can add more Headings if needed, or add the ideas to Headings that already exist. You might also make Sub-Headings under each Heading:

Maintenance  (the Heading)

Dog Poop Clean-Up (Sub-Heading)

• bags available
• staff monitoring

Vandalism (Sub-Heading)

• signage with phone number
• monthly or bi-monthly clean up
• hire a street artist to create a mural

Cheat Sheet for Flip Chart Note Taking

It takes practice and time to hone your flip chart note taking. Group discussions can be fast-paced, so don’t expect that you’ll be able to implement all these techniques in the moment. Focus on gradual improvement — start with legible hand writing and planning your paper space before moving on to other techniques.

The cheat sheet below is a summary of the basic tips for better flip chart note taking. Keep it handy as a print out or digital copy to review prior to capturing a group discussion!

TANYA GADSBY

Creative Director + Graphic Facilitator

[email protected]

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Home » FACILITATION TIPS » Flip Chart Tips & Tricks

Flip Chart Tips & Tricks

Personally, I’ve always been a fan of flip charts. When I record students comments, input or goals on a flip chart, they feel involved and heard.  Alternatively, if I ask my group a question and bother to get their input, but then follow up with a pre-made slide anticipating those answers, it always comes off as disingenuous, even if the content is the same.

So, go ahead and embrace the past. As you do, remember these quick pointers from seasoned some flip chart enthusiasts.

Drawing like a pro

When presenting a complex picture (or even a simple one, for non-artists like me) I simply make a transparency of the picture and project it onto the flip chart or white board, so I can trace it with pencil (on flips) or yellow marker (on white board). I can then either draw on the fly or fill it in before class starts. Either way the students think I am the best artist around!”

–Levoy Morring, Convergys

Checklist for Using Flip Charts

• Check that you have enough paper for the amount of writing you intend to do.
• Check that it is positioned where all the group can see it.
• Check you have pens and that they work. Use color pens if possible.
• Write legibly, i.e., large, clear writing.
• Use headings, and subheads as appropriate.
• Take your time when writing.
• Plan what you are going to write.
• Ask for a “scribe” to record notes, while you focus on facilitating
• When not needed as visual support, turn to a blank sheet.
• Watch your spelling.
• Drawing etc. can be prepared invisibly in light (yellow) pen and filled in during presentation.

–Carolyn B. Thompson, Training Systems, Inc.

1 thought on “Flip Chart Tips & Tricks”

(Aside: Most military and government are taught to call these “newsprint.” ) – Not just the drawing, but information can be lightly penciled in on the side margins to ensure you cover all your points “spontaneously.” – Preframe your work (Draw a complimentary color around the paper – or use an applicable design ex: paw prints when discussing animals). Then, when you attach it to the wall, the students’ eyes are better drawn to the information. – Regular rules apply: 5-9 items on a page; 5-9 words in an item. – Use no more than three colors. – I award a prize (small candy bar or fidget toy) to anyone who catches a misspelling. That way, the students are watching every word I write (newsprint OR dry-erase). – To avoid the “leaning line” when I cannot afford the lined newsprint, I created a paper with heavy lines that I place underneath the sheet I am writing on. Loose papers are held in place with binder clips. – I have white masking tape to quickly cover errors, so I do not have to write the whole sheet over and the mistake is not distracting. – For pre-written newsprint, use peek-a-boo windows where the key words are already there, you have just covered them with a heavier sheet. (I attach the hook side of velcro on the newsprint to another hook side on the covering sheet. It does not tear apart and is easier to pull away to reveal.)

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Learning Resources Creative Writing Flip Chart

About this item.

• Features who, what, where, when and how writing prompts
• Each section includes a blank card for customisation
• Helps young learners to understanding the story structure
• Endless combinations encourage children to write a new story every time
• Includes multilingual teachers guide

Product information

Technical details.

Educational objective(s)	‎Creative Writing
Language:	‎English, French, Spanish, German
Model Number	‎LSP3037-UK
Assembly Required	‎No
Batteries Required?	‎No
Material type(s)	‎Paper
Remote control included?	‎No
Manufacturer recommended age	‎6 years and up
Item model number	‎LSP3037-UK
Product Dimensions	‎47.5 x 3 x 15 cm; 500 g
ASIN	‎B06W9LTRLX

Additional Information

Customer Reviews	3.4 out of 5 stars
Date First Available	Dec 28 2023
Manufacturer	Learning Resources Ltd

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Product description

Learning Resources creative writing flip chart. Inspire creative writing with this hands-on writing prompt set! easy-to-use flip chart features who, what, where, when and how prompts with real-life photography on one side and a quirky written prompt on the other. Engaging chart encourages a variety of writing techniques including instructive, explanatory, descriptive and persuasive. Each section includes 15 prompts and a blank card for customisation. Includes multilingual teachers guide. Measures 47cm L x 15cm H. Suitable for ages 6+.

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Table of Contents

9 tips for better flip charts.

While PowerPoint often dominates the visual scene during presentations and training sessions, flip charts are ever-present. Learning how to make flip charts can add an important visual element to your session.

One of the many advantages that flip charting holds over PowerPoint is that when a slide is advanced, it’s gone… but your flip charts can hang on the wall for as long as you need them to!

Here are 9 ideas to up your flip chart game:

1. Choose the Best  Flip Chart Markers

Readers of this blog know I’m partial to Mr. Sketch markers . They have fun smells, they write smoothly, they don’t bleed through the paper and they’re the longest lasting markers I’ve ever used. Regular Sharpies are too thin (and they do bleed through the paper). Perhaps the worst choice of markers are dry erase markers – they’re not meant for paper. It still baffles me why I see them so often used on a flip chart. They fade quickly on paper and they’re kind of stinky.

2. Make Flip Charts in Advance

Sometimes you just want to create a flip chart in the moment to illustrate a point, but if you can create your flip chart in advance, they just look more attractive. Having some extra time to draw neatly on the paper may sound like a little thing, but the audience can tell when you’ve gone the extra mile to show them you respect their time and care about their experience.

3. Write Big on Your Flip Chart!

A companion tip for writing big is to not think you have to write everything on the flip chart. Keep your text to keywords.

4. Alternate Colors

When you’re making lists, it’s helpful to use visual cues to distinguish between points. Alternating colors for each point allows learners to easily distinguish where one idea ends and another begins.

Drawing on Flip Charts

5. use imagery on flip charts.

Flip charts don’t need to be all words. Draw imagery that your learners can connect to your key points and help them remember your content.

6. Find Things to Trace

If you’re anything like I am, your circles come out more like oblate spheroids. I’ve found the secret to a good, big circle is the lip of a garbage can! Finding things to trace can help your flip charts look more clean and professional.

7. When all else fails, find someone who likes to draw.

Sometimes people are just intimidated by a flip chart. “But I’m not an artist,” they’ll say. If none of these other eight tips are helpful, then there’s no shame in finding someone else – a colleague, an offspring – who really enjoys arts and crafts and markers and paper.

Advanced Flip Chart Tips

8. write talking points in pencil.

Need some help remembering a key point you just have to make? Write some of your most important talking points lightly, in pencil, on your flip chart and stand next to the flip chart as you speak.

9. Make Dynamic Flip Charts

This idea didn’t pop into my mind until I was in a meeting in which my colleague, Jeremy Shuman , pulled out some flip chart magic. I got so excited I couldn’t concentrate on what he was explaining because I’d never seen flip chart used like this. He hid small pieces of flip chart behind his main sheet, and used pull tabs to make new information appear when he began a new point.

What’s missing from this list? I’d love to read about how you make flip charts for your training sessions. Tell us in the comment section!

Brian Washburn

Brian has over 25 years of experience in Learning & Development including the last 7 as CEO of Endurance Learning.

Brian is always available to chat about learning & development and to talk about whether Endurance Learning can be your training team’s “extra set of hands”.

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Research articles

Transformative learning: flipped classroom and its impact on writing skill and critical thinking level.

• Muhammet Furkan Alpat
• Emrah Görgülü

The study sought to ascertain if critical thinking instruction delivered via the Flipped Classroom may improve students’ EFL writing skills. In addition to determining if the present instructional model influences students’ views of critical thinking and attitudes toward Flipped Learning integration, another goal is to determine whether students’ attitudes about Flipped Learning integration change. Students at the School of Languages at the upper-intermediate level took part in a reading and writing course to enhance their writing abilities. It was an experimental study with two groups consisting of an experimental group and a control group that each got training from the researcher for six weeks, and each group included 15 students. A variety of qualitative and quantitative data collection tools were used for this study, with the California critical thinking level inventory survey used in the first phase of the study, and critical thinking interviews used in the latter stage of the flipping classroom survey. Analyzing students’ responses to the California Critical Thinking Level Inventory found that the experimental group outperformed the control group, indicating a substantial boost in critical thinking abilities in those who took part in the experiment. The findings of the Flipped Classroom questionnaire show that students have a significant influence on the new teaching model in terms of their opinions regarding it.

• blended learning
• flipped classroom
• critical thinking
• teachability of critical thinking
• writing skill
• instructional model
• flexible learning
• flipped writing course
• flipped learning

Introduction

In contemporary society, critical thinking skills are highly valued, and educational programs are formulated to foster these skills in students ( Domu et al., 2023 ). This is because possessing critical thinking skills equips students to acquire new knowledge and challenge their beliefs ( Anderson & Rivera Vargas, 2020 ). Critical thinking entails thinking at a high level ( Gündoğdu, 2009 ), mastery of one’s thought system ( Paul et al., 1997 ), and logical and rational thinking ( Facione et al., 2000 ). Critical thinking is a learnable skill that can be taught in conjunction with other thinking skills ( Liu, 2023 ). Educators must possess the necessary competencies to teach critical thinking to students, and teaching critical thinking enables students to perceive themselves and their surroundings more effectively ( Bozkurt et.al., 2023 ).

To develop critical thinking skills, enriched educational environments and activities that do not restrict learners’ skill and ability development should be created ( Sharma et al., 2023 ). Since 2005, educational programs in Turkey have been founded on the constructivist philosophy, which considers critical thinking skills a fundamental skill. As a result, there has been a significant increase in studies on critical thinking skills. Typically, studies on teaching critical thinking combine it with communicative skills like writing. Writing is a critical skill in language teaching, as it is one of the productive skills in language learning, and should be emphasized in language classes ( Matsuda & De Pew, 2002 ; Silva & Brice, 2004 ). Students must improve their writing skills to express their thoughts and feelings in written form and learn how to write the language correctly.

Additionally, negative attitudes towards writing are closely associated with writing classes in EFL (English as a Foreign Language) education, leading to demotivated learners. To address this issue, EFL writing teachers should integrate technology into the classroom. Digital natives, who have grown up with digital technology, have almost limitless access to technological devices such as smartphones, laptops, and tablet PCs. Integrating these devices into learning settings can potentially yield better results in terms of language learning and production, and help develop more positive attitudes towards writing.

Teachers are expected to possess critical thinking skills as they play a pivotal role in fostering critical thinking among their students ( Ten Dam & Volman, 2004 ; Kaye & Ragusa, 1998 ; Williams, 2005 ). Therefore, teaching critical thinking should be accorded high priority in language education. To this end, various instructional strategies have been examined. With the advent of technological innovations, the integration of critical thinking skills in teaching has become more seamless. The Flipped Classroom, a pedagogical approach that involves delivering instructional content, often online, outside of the classroom, and transferring activities traditionally accepted as homework into the classroom, has emerged as an effective instructional strategy to inspire critical thinking skills in the classroom ( Cho et al., 2021 ). While many studies have examined the effectiveness of the Flipped Classroom approach in L1 settings, limited research has focused on its potential to develop critical thinking skills among L2 learners. Thus, this study aims to address this research gap by investigating the impact of Flipped Classroom instruction on the critical thinking and L2 writing performance of Turkish EFL learners and their perception of critical thinking and Flipped Classroom integration.

The evolution of blended learning over time signifies that educational instruction will undergo further innovations ( Bozkurt, 2022 ). Graham’s ( 2006 ) research is concerned with four communication metrics in face-to-face and distributed settings. Distributed environments have begun to outperform traditional face-to-face learning environments in terms of time and convenience. Advancements in technology have enabled distributed environments to provide synchronous instruction. The convergence of conventional face-to-face and distributed learning environments has gained increasing traction and is likely to persist in the future.

The historical development of blended learning underscores its growing popularity as a pedagogical strategy that is poised to continuously transform the landscape of educational instruction ( Domu et al., 2023 ). Constructivism, a prominent theoretical framework of learning, posits that individuals build new knowledge by actively engaging with and connecting pre-existing ideas and experiences ( Ali et al., 2019 ). In this vein, blended learning has been shown to support both cognitive and social constructivism, thereby enhancing student engagement and achievement, while providing a flexible and accessible learning environment ( Campillo-Ferrer & Miralles-Martínez, 2021 ).

The investigation of blended learning’s effectiveness in enhancing writing skills is an expanding but restricted field. It was demonstrated that blended learning was 25% more convenient and flexible than traditional teaching in a writing composition course by Wadoups, Hatch, and Butterworth ( 2003 ), comparing traditional and blended learning environments. Ferriman ( 2013 ) tested the effectiveness of blended learning on undergraduate academic essay writing by involving 30 students. However, no statistically significant differences were observed when using an online bulletin board in combination with face-to-face communication for references used, word count, and essay score. However, the study was appropriate for larger classes. According to Arani ( 2012 ), internet tools and blogs which assist with language learning can greatly enhance writing skills. Using a survey of intermediate-level EFL students, Bahce and Taslac’s ( 2009 ) were able to examine the perceptions of students regarding blended writing courses, and they found that these courses offered meaningful writing opportunities, as well as promoted positive attitudes towards the writing process. An English writing class incorporating Facebook and peer assessment achieved positive results, according to Shih ( 2011 ).

The available literature regarding blended learning’s effectiveness in enhancing students’ writing skills is still limited, yet steadily expanding. Notably, Waddoups, Hatch, and Butterwoth ( 2003 ) conducted a comparison between traditional and blended learning environments in a writing composition course, and the findings indicated that blended learning yielded a 25% decrease in instructor time while providing more flexibility and convenience than traditional methods. Similarly, Ferriman ( 2013 ) conducted an experimental study on thirty students to examine the effects of blended learning on academic essay writing, concluding that the use of an online bulletin board in addition to face-to-face communication did not bear a significant statistical impact on essay scores, word count, or the number of references used. Nevertheless, it was deemed suitable for larger class sizes. Meanwhile, Arani ( 2012 ) suggests that internet tools and blog-assisted language learning exercises have immense potential for augmenting writing skills. Bahce and Taslacı ( 2009 ) analyzed intermediate-level EFL students’ perspectives on blended writing classes and reported that they provide meaningful writing opportunities and promote positive viewpoints regarding writing. Lastly, Shih ( 2011 ) conducted research on the integration of Facebook and peer assessment in a college English writing class, ultimately uncovering positive outcomes. In summary, blended learning provides authentic learning experiences, flexibility, and convenience ( Ng. et. al., 2013 ). Studies have demonstrated that blended learning has the potential to enhance writing skills.

Flipped learning is a contemporary educational strategy that redefines the traditional roles of instructors and learners, both inside and outside the classroom, to optimize the utilization of in-class time ( Anderson, 2012 ). Under this pedagogical approach, students are expected to independently and at their own pace view pre-recorded lectures or review notes provided by the instructor, who assumes a facilitator or director role. Students engage in collaborative or individualized dynamic learning activities, with the primary responsibility of the teacher being to guide and offer feedback on students’ progress ( Bergman & Sams, 2012 ). The conventional in-class presentation or lecture becomes an assignment that is accomplished before the class, hence the name Flipped Learning. This model effectively transforms traditional homework into classwork, providing students with immediate feedback and clarification while they apply newly acquired knowledge ( Anderson, 2012 ).

The origins of flipped learning can be traced back to 2007 when chemistry teachers, Jonathon Bergmann and Aaron Sams, pioneered the use of screen-casting to compensate for missed lessons by students ( Bergmann & Sams, 2012 ). They discovered that in the flipped setting, teachers were able to cover more material, student exam scores were the same or higher, and students quickly adapted to the new setting with a positive attitude.

Critical thinking is a cognitive process that traces its roots back to the ancient philosopher Socrates, who famously sought to uncover the truth through questioning. Over the centuries, this concept has evolved with the contributions of esteemed scholars such as Plato, Aristotle, and John Dewey, who defined it as reflective thinking. At its core, critical thinking involves a systematic approach to thought, a willingness to challenge assumptions, empathy, open-mindedness, and the courage to evaluate facts with intellectual integrity. It necessitates the use of intellectual standards to bring structure to thinking, awareness of the components of rational thought, and continuous review and evaluation of the thinking process.

Given its critical importance across all fields of education, the teaching of critical thinking has garnered much attention. However, successful instruction of this fundamental skill can only be realized when educators possess a deep understanding of the concept. Consequently, measuring different dimensions of critical thinking attitudes on various age groups has been central to assessment strategies. To this end, the California Critical Thinking Dispositions Inventory is the most commonly used measurement tool.

The literature on the teachability of critical thinking is diverse and complex. Edward D’angelo, ( 1970 ) and Mehta & Al-Mahrooqi, ( 2014 ) both suggest that critical thinking can be taught, with Mehta emphasizing the importance of continuous practice and application. However, Behar-Horenstein & Niu, ( 2011 ) and Mulnix, ( 2012 ) caution that the effectiveness of teaching methods can vary, and that there is disagreement over what critical thinking actually is. Tilbury et al., ( 2010 ) and Crenshaw et al., ( 2011 ) provide specific strategies for teaching critical thinking in social work and post-secondary education, respectively. Lyle, ( 1958 ) and Case & Wright, ( 1997 ) highlight the need for further research and the challenges of implementing critical thinking in the classroom.

In conclusion, critical thinking is a vital skill that demands a systematic approach, intellectual standards, and critical evaluation of thought processes. Although teaching critical thinking remains a daunting challenge, it is an indispensable aspect of modern education. A variety of measurement tools can assess critical thinking attitudes on different age groups, and recent research supports the effectiveness of supported web environments in promoting critical thinking.

Methodology

Research model.

This study adopted a pretest-posttest quasi-experimental mixed methods design. In this research, both quantitative and qualitative data were collected and analyzed to explore various dimensions of the research topic. The California Critical Thinking Disposition Inventory ( Facione et al., 2000 ), adapted to Turkish by Kökdemir ( 2003 ), PTs’ argumentative essays, and the closed-ended items of the Flipped Classroom Opinion Survey developed by Ekmekci ( 2017 ) were employed as sources of quantitative data. The qualitative data were gathered through semi-structured interview questions. The research questions are listed below;

• Is there a major change concerning the Turkish EFL learners who take traditional instruction and those who receive critical thinking instruction which is supported with Flipped Classroom about their critical thinking levels?
• Is there a significant difference between the Turkish EFL learners who receive traditional instruction and those who receive Flipped Classroom-supported critical thinking instruction regarding L2 writing performance levels?
• Will there be an alteration in the EFL students’ perception of critical thinking at the end of the study?
• What do the EFL students think about the instruction which is supported with the Flipped Classroom?

Data Collection Tools

The California Critical Thinking Disposition Scale comprises of six sub-dimensions and 51 items that are rated on a 6-point Likert scale ranging from 1 to 6. The rating scale ranges from “totally disagree” to “totally agree.” Each sub-dimension of the scale is scored between 10–29 for low, 30–39 for moderate, 40–49 for high, and 50–60 for excellent scores. Overall, scores between 70–209 are considered low, 210–279 medium, and 280–420 higher ( Facione et al., 2000 ). The Turkish version of the CCTDI-T, translated by Kökdemir ( 2003 ), includes categories such as Truth-Seeking, Open-Mindedness, Analyticity, Systematicity, Self-Confidence, and Inquisitiveness.

After the study, the experimental group participants were given the Flipped Writing Class Attitude Questionnaire, which employed a 5-point Likert-type response format, to gather their views on the effectiveness of Flipped Learning in supporting critical thinking instruction. The questionnaire is composed of 25 items and the response options range from 1 (strongly disagree) to 5 (strongly agree).

To gather qualitative data, focus group interviews were conducted at the start and end of the study. The experimental group participants were asked to provide their descriptions of critical thinking, expound on the traits of a critical thinker, and share their opinions on the teachability of critical thinking. During the post-focus group discussions, participants were provided with information regarding their perceptions of flipped learning-supported instruction before and after the interviews.

At the end of the term, both the experimental and control groups were tasked to produce an argumentative essay on the topic of capital punishment as part of the course requirements. The aim was to investigate whether there existed a noticeable distinction between the writing performance of participants who received conventional learning and those who received critical thinking instruction with the assistance of flipped learning. Dişli’s ( 2012 ) argumentative paragraph rubric was employed for evaluation purposes.

Study Group

The present study was carried out in an English language preparatory program consisting of six upper-intermediate level groups. Random selection was used to choose two classes for the study, resulting in a sample of 30 participants whose ages ranged from 17 to 19 years old. Of these participants, 16 were native speakers of Turkish and none had prior experience studying in English-speaking countries. In terms of educational background, 20 participants graduated from Anatolian high schools (83.0%), 5 from regular high schools (4.8%), and 5 from religious vocational high schools (4.8%). The participants had been studying English for six months, beginning at the Elementary level according to the Common European Framework of Reference (CEFR). The Reading and Writing Course was offered to both the experimental group (N = 15: Female = 7; Male = 8) and the control group (N = 15: Female = 9; Male = 6), with instruction provided by the researcher.

Data Analysis

In the pursuit of comprehensively addressing the research questions at hand, not only quantitative but also qualitative methods were judiciously employed to collect data utilizing the instruments previously mentioned. This approach is referred to as a mixed study design and has been acknowledged by scholars such as Lynch ( 1996 ) to be highly effective in ensuring that data are rigorously validated through triangulation of diverse instruments, thereby resulting in a nuanced and well-rounded understanding of the research problems under consideration.

To this end, the quantitative data obtained from the writing scores and the Flipped Writing Class Attitude Questionnaire were analyzed utilizing the widely accepted SPSS 20 (Statistics Package for Social Sciences) data analysis tool, which enabled the generation of insightful findings that shed light on the efficacy of the Flipped Classroom method for teaching writing.

In addition to the utilization of quantitative methods, the present study also adopted qualitative techniques such as categorization, coding, and interpretation to amass data through the designated instruments. The amalgamation of these methods, as postulated by Lynch ( 1996 ), is referred to as a mixed research design, and affirms that triangulating various data sources is instrumental in attaining a thorough understanding of research problems. The semi-structured interview served as a medium for collecting qualitative data and was duly recorded and transcribed by the researchers. Subsequently, the data gathered from the interviewees’ responses were meticulously categorized by the researchers based on their content.

Research Procedures

The study employed a text-only instructional method in the lectures delivered to the control group. The pedagogical goal was to foster critical thinking and effective communication skills, specifically in the realm of argumentative essay writing. To achieve this objective, the topic of capital punishment was selected, and a corresponding syllabus was designed with the inclusion of pertinent articles. These articles were carefully chosen to stimulate multi-dimensional thinking and to encourage students to articulate their views persuasively. Specifically, the articles explored the diverse attitudes towards capital punishment held by distinct groups, including but not limited to victims’ families, human rights activists, wrongfully convicted individuals’ families, and religious functionaries.

The lesson in question pertained to reading and writing for an upper-intermediate group and spanned a period of six weeks. The reading lessons were deliberately centered around the contentious topic of capital punishment, with the aim of fostering critical thinking skills in students. The writing component of the lessons focused specifically on teaching argumentative essay writing. The use of the capital punishment topic was a strategic choice to provoke critical thinking and to facilitate meaningful learning outcomes in the experimental group. Further details regarding the construction process of the Flipped Learning-Supported critical thinking instruction will be explicated in the subsequent section.

In the context of implementing a flipped learning approach, which involves the use of technology to extend learning beyond the classroom setting, a platform that facilitates communication between students and teachers is imperative. For this study, Google Classroom was deemed an appropriate tool for achieving this purpose, allowing for the uploading of instructional videos, assignment submissions, and feedback delivery. The experimental group was first given an overview of the flipped learning approach and was then introduced to Google Classroom, whereby they were instructed to register using a unique code. All participants utilized their university-issued email addresses, passwords, and group codes to access the platform, where the researcher had uploaded the relevant writing and reading lesson videos for easy accessibility by the experimental group.

The experimental group underwent a six-week period of instruction utilizing the Flipped Learning-Supported Critical Thinking methodology, whereas the control group received a text-only educational approach. Despite this variance, both groups were required to compose an argumentative essay on the topic of capital punishment, with a focus on the writing process. Students were instructed to work collaboratively in the classroom setting and independently beyond class time. The syllabus for the six-week instructional period, based on capital punishment, was specifically designed to teach critical thinking skills and to facilitate the development of an effective argumentative essay.

Limitations

The present study had certain limitations, including a restricted number of participants in both the control and experimental groups, a brief duration, and a lack of a pilot study. The institutional policy mandating smaller class sizes led to a reduced number of participants, which may be perceived as disadvantageous to the study’s overall findings. However, this resulted in greater opportunities for students to engage in discourse during lessons and allowed the researcher to provide more personalized attention, ultimately resulting in more effective lessons. The duration of the study was limited due to the modular system employed by the institution, whereby groups were reconstituted based on students’ module exit exam results. While the present study centered on writing, the Flipped Classroom methodology could be adapted to enhance the efficacy of all language skills, both receptive and productive. Additionally, Flipped Classroom approaches could be extended to teach critical thinking in other fields such as social sciences and natural sciences. Finally, this study serves as a springboard for further research into language teaching, including the acquisition of skills such as interpreting, analyzing, synthesizing, evaluating, and reflecting on information.

Findings and Discussions

The results of the cctdi-t scores.

The study’s outset involved an independent sample t-test to establish equivalence between the experimental and control groups based on their pre-CCTDI-T scores. The results demonstrated no significant differences between the two groups regarding their CCTDI-T overall scores and subscales, including inquisitiveness, analyticity, systematicity, open-mindedness, truth-seeking, and self-confidence. Afterward, a post-test was used to evaluate post-CCTDI-T. Table 1.1 shows the variations in critical thinking dispositon levels between the experimental and control groups.

Differences between the groups (N = 20) in terms of their overall CCTDI-T scores.

SCALE	GROUP	TEST	M	SD	T-VALUE	DF	P
CCTDI-T	experimental control	pre	221.33	16.15	–2.43	56	.017*
		post	229.00	20.88
		pre	220.07	21.86
		Post	222.40	26.61

The findings of the research indicate that the experimental group outperformed the control group, as there was a noticeable enhancement in their critical thinking disposition when compared to the control group. Additionally, the table presented below illustrates the variances between the CCTDI-T sub-scales after the study, with respect to the groups’ critical thinking disposition levels at the conclusion of the investigation.

Findings and Discussion about Flipped Writing Class Attitudes Questionnaire

The experimental group participants were surveyed using a five-factor questionnaire, called the Flipped Writing Class Attitude Questionnaire, to determine their attitudes towards various aspects of flipped learning, including CMS (Course Management System in Google Classroom), video lectures, preparing for exams in a flipped learning environment, and their overall opinions on flipped versus traditional learning. The responses were analyzed using SPSS software through a frequency analysis.

Table 1.2 displays the participants’ perceptions of the efficacy of Google Classroom as a Course Management System. The majority of respondents affirmed that Google Classroom was beneficial for their learning process, with 70% strongly agreeing, 20% agreeing, and only 10% being neutral. Additionally, 60% strongly agreed and 30% agreed that CMS is a crucial part of their learning, with a minority of 10% disagreeing, which could be attributed to temporary internet connectivity issues.

Percentage of students’ attitudes towards course management system (CMS).

STATEMENTS	SA	A	N D	SD
24- Course Management System (Google Classroom) is a useful tool for following the course requirements.	70,0	20,0	10,0 –	–
25- CMS (Google Classroom) is an important part in my learning.	60,0	30,0	–	10,0

sa: strongly agree a: agree n: neutral d: disagree sd: strongly disagree.

Table 1.3 shows that 70% of the participants liked watching video lectures, while 20% were neutral. Additionally, 50% of the experimental group regularly watched the video lectures, and 30% were unsure. Moreover, 90% of the participants found video lectures beneficial. Regarding the quality of the videos, 50% of the students reported that the lectures were not boring, while 20% found them tedious. Varying the content of the videos may alleviate boredom.

Percentage of students’ attitudes towards video lectures.

STATEMENTS	SA	A	N	D	SD
1-I like watching the video lectures.	40,0	30,0	20,0	10,0	–
2-I regularly watch the video lectures.	30,0	20,0	30,0	20,0	–
6-I am able to follow the lesson through videos even if I miss a lesson in the actual class.	60,0	30,0	10,0	–	–
9- Videos uploaded in Google Classroom by the teacher are very useful.	40,0	50,0	10,0	–	–
10- Videos uploaded in Google Classroom are informative enough to understand the features of the argumentative essay.	40,0	40,0	10,0	10,0	–
15-I can watch the videos anywhere, anytime I want by downloading the videos.	20,0	50,0	20,0	10,0	–
21-Videos are too boring to watch.	10,0	20,0	10,0	40,0	10,0

The table above shows the noteworthy frequency analysis of students’ responses to statements related to flipped learning in the research on the effectiveness of using the flipped classroom for learning writing.

Table 1.4 illustrates that 80% of the students reported an improvement in their writing skills through the use of flipped learning, while 20% were uncertain. The positive results can be attributed to increased motivation levels among students, as 80% felt more motivated to write argumentative essays in the flipped writing class. Additionally, 70% of students reported enjoying writing more after watching video lectures. Furthermore, 90% of students found flipped learning effective in improving writing skills, while 80% found the video lectures helpful for practicing writing in class. The majority of students did not recommend the flipped writing class, indicating satisfaction with the model. While some negative attitudes were reported, they can be improved through minor modifications to the flipped writing class. Overall, the majority of students held positive attitudes towards the flipped writing classroom.

Percentage of students’ attitudes towards learning writing through flipped classroom.

STATEMENTS	SA	A	N	D	SD
3-I feel that Flipped Writing Class has improved my writing skill.	40,0	40,0	20,0	–	–
4-I am more motivated to write argumentative essays in the Flipped Writing Class.	30,0	50,0	10,0	10,0
5-I believe that Flipped Learning is an effective way of improving writing skill.	40,0	50,0	10,0	–	–
8-Watching the analysis of several sample paragraphs helps me produce more organized paragraphs.	40,0	40,0	20,0	–	–
12-When I watch writing course through videos, I enjoy writing more.	30,0	40,0	20,0	10,0	–
14-Thanks to Flipped Writing Class Model, we have more time to practise writing in class.	40,0	40,0	10,0	10,0	–
16-1 would not recommend the Flipped Writing Class to a friend.	–	–	10,0	30,0	60,0
18-I think that Flipped Learning is a waste of time for improving my writing skill.	–	10,0	10,0	30,0	50,0
19-If were a teacher, I would not prefer a Flipped Writing Class.		–	20,0	30,0	50,0

The results of a frequency analysis, which is presented in a table below, were used to statistically study the participants’ attitudes towards both flipped and traditional classes after the research process, given the fundamental importance of their preferences.

According to the data in Table 1.5 , a larger proportion of students (70%) were motivated by videos watched outside of class compared to in-class lectures, while 20% had no preference and 10% disagreed with this statement. This suggests that the flipped writing class was favored by most students over the traditional lecture-based class. To determine students’ preference for traditional classes, three reverse statements were used. The majority of participants (60%) did not favor traditional teacher-led lessons. Results from the other two statements showed that most students found traditional classes less enjoyable and less preferred compared to flipped classes. Overall, the results indicate that the flipped writing class had a significant impact on students’ attitudes towards the new instructional model, as evidenced by the high percentage of students who preferred it.

Percentage of Students’ Attitudes towards Flipped versus Traditional Learning.

STATEMENTS	SA	A	N	D	SD
16-I feel more motivated when I watch the videos rather than listening to the teacher in the class.	20,0	50,0	20,0	10,0	–
17-I would rather watch a traditional teacher-led lesson than a video lecture.	–	10,0	30,0	40,0	20,0
22-Traditional classes are always more enjoyable.	–	10,0	20,0	60,0	10,0
23- Traditional classes are always better than Flipped Classes.	–	–	30,0	40,0	30,0

The Results of the PTs’ Argumentative Essay Scores

Prior to conducting the study, an analysis was conducted to determine if there was a disparity in writing proficiency between the experimental and control groups. To accomplish this, a pre-test was administered to both groups during the initial week of the fall semester. The results were analyzed using an independent samples t-test in SPSS 20 software, a commonly used statistical program in the field of social sciences.

Based on the results of the pre-test as shown in Table 1.6 , where the significance level is at 0.500 (p > 0.05), it can be deduced that there is no significant difference between the experimental and control groups in terms of their writing proficiency. It is important to note that the mean score of the control group is slightly higher than that of the experimental group.

Comparison of the experimental and control groups’ pre-test results.

GROUP	N	MEAN	SD	T	P
experimental	15	44,02	6,57	–,680	,500
control	15	45,40	6,61

Table 1.7 reveals that the post-test scores of the experimental and control groups were considerably different (70.02–57.30), indicating that the students in the experimental group had better writing proficiency than those in the traditional writing class. This suggests that the flipped writing class model is an effective approach for enhancing writing skills. It’s worth mentioning that despite the experimental group’s superior performance, the control group’s writing proficiency also showed improvement.

Comparison of the experimental and control groups’ post-test results.

GROUP	N	MEAN	SD	T	P
experimental	15	70,02	6,57	7,01	,000
control	15	57,30	8,01

Qualitative Data Analyses

Focus group discussions.

In line with prior indications, a series of focus group discussions were carried out, both prior to and subsequent to the investigation, involving a randomly assembled cohort comprising five willing participants who belonged to the experimental group. The primary objective of these sessions was to detect any plausible alterations in the initial perceptions of critical thinking held by the participants, as well as to gauge their responses to the intervention.

a) Definition of Critical Thinking  

One of the key findings from the pre-focus group interviews is that PTs face challenges in providing a clear definition of critical thinking. While the definitions they offer lack clarity, they often mention the essential components of critical thinking. These include being receptive to diverse opinions, demonstrating tolerance for different or opposing views, and maintaining impartiality.

Before the study:

• Critical thinking is highly important and should be constructive rather than destructive.
• Being open-minded and respecting others’ viewpoints is crucial for critical thinking.

However, upon analyzing the interviews conducted after the focus groups, it became evident that the PTs were able to articulate a more precise understanding of critical thinking. Whereas their interviews before the focus groups only touched upon different aspects of the concept, they were now able to provide a comprehensive explanation of critical thinking.

After the study:

• Critical thinking entails objectively evaluating multiple perspectives and subsequently formulating one’s own views.
• We can refer to it as a process of forming opinions by synthesizing two different ideas to arrive at a third while maintaining an open-minded and well-founded approach.

What Are the Features of an Ideal Critical Thinker?

The PTs conducted pre- and post-group interviews to define the characteristics of an ideal critical thinker. Consistent results were found by emphasizing traits such as objectivity, open-mindedness, tolerance, and lack of prejudice. Quotations from interviews showcased the importance of respect, open-mindedness, and considering facts when forming opinions. Post-group interviews focused on additional qualities needed for a first-time critical thinker, including knowledge, curiosity, and skepticism. They highlighted the significance of having adequate background information to defend or reconsider one’s own stance and to support or challenge others’ claims. Curiosity was deemed crucial for gaining multiple perspectives on a subject, while a curious personality was considered a fundamental condition for critical thinking. Skepticism played a role in both self-questioning and questioning the opinions of others. Critical thinkers were expected to critically assess their own ideas, and questioning existing ideas, both opposing and supportive, was seen as a characteristic of a true critical thinker. Overall, the post interviews emphasized the importance of being well-informed, curious, and willing to question one’s own ideas and the ideas of others to cultivate effective critical thinking skills.

b) Is Critical Thinking Teachable?  

The opinions of PTs on the teachability of critical thinking did not show significant differences before and after group interviews. While most respondents agreed that critical thinking could be taught, a few expressed opposing views. PTs believed that critical thinking emerges when two conditions are met: encouraging critical thinking characteristics in the environment and providing opportunities to use those characteristics. They emphasized the importance of a tolerant environment where individuals can express their ideas and develop respect for others’ views. The timing of teaching critical thinking was considered crucial, with the pre-school and primary school years seen as the most appropriate. However, in the post-group interviews, PTs expressed that critical thinking could also be taught during university years or later in life. Some PTs believed that critical thinking is innate and not teachable, attributing it to hereditary factors. Mental capacity was identified as a determining factor in the level of learnability of critical thinking. Some PTs became more positive about its teachability based on their project experience. The teacher factor was mentioned in post-group interviews, with teachers seen as both obstacles and facilitators to teaching critical thinking. The Flipped Classroom was generally considered a useful learning tool, with benefits including practicality, collaboration, active learning, English proficiency improvement, critical judgment skills, and research skills. However, one participant did not view it as an effective learning tool.

The Relationship between the Flipped Classroom and Critical Thinking

In post-group interviews, all PTs acknowledged that the use of the Flipped Classroom improved their critical thinking. They emphasized that access to multiple resources and different perspectives facilitated more critical thinking. They mentioned that the Flipped Classroom allowed them to review topics from various angles before writing articles, understand different opinions, empathize with different perspectives, become more tolerant, and appreciate diverse stances. PTs highlighted the importance of objectivity in critical thinking and praised the Flipped Classroom as an effective tool for accessing and exploring information from various sources, including external websites.

The Relationship between the Flipped Classroom and L2 Writing Performance

In the post-group interviews, PTs were asked if using the Flipped Classroom improved their L2 (second language) writing performance. All respondents answered positively, highlighting the advantage of accessing course materials, slides, and websites. They mentioned visiting websites listed in Google Classroom and learning how to write discussion articles, as well as reviewing important points specified by the teacher through lesson materials and slides. PTs expressed that the Flipped Classroom significantly contributed to the development of their English writing skills.

Conclusion and Suggestions

This research is aimed at developing a contemporary teaching approach for writing classes in an EFL setting that can facilitate the process of teaching writing and render it more meaningful for students. Simply integrating technology into education is insufficient; there must be a valid reason for preferring technology to traditional education. Thus, it was postulated that technology could promote critical thinking skills among students. To test this hypothesis, the Flipped Classroom approach was combined with critical thinking education in a reading and writing course.

During the Spring semester of the 2018–2019 academic year, upper-intermediate level students in the School of Languages were enrolled in the reading and writing course. The Flipped Classroom approach was employed as a new methodology, with the objective of increasing students’ level of critical thinking. The study was conducted as an experiment, with two groups randomly selected as experimental and control groups, each comprising 15 students. The aim of the course was to teach students the argumentative essay type and present different types of articles to them. The selected topics on the issue of capital punishment were intended to stimulate critical thinking.

Although both experimental and control groups covered the same topics, there were differences in the delivery of instruction. The control group received instruction exclusively in a classroom setting, without the guidance provided by the Flipped Classroom approach through Google Classroom and Google Document. In contrast, the experimental group had already studied the argumentative essay through videos and tasks and had examined it on their own at home. This independent study component allowed students to engage with the material at their own pace, ensuring a deeper understanding of the content. During the study, the control group participants read specific articles on the topic and answered comprehension or discussion questions led by the researcher, while the participants in the experimental group watched the article summary to activate their knowledge, enabling detailed discussion. Through this approach, various discussion activities were conducted to promote critical thinking skills, and students were required to answer not only comprehension questions but also formulate inferences and make decisions.

Both quantitative and qualitative data collection instruments were used in the research, including the California Critical Thinking Level Inventory survey and the Flipped Classroom questionnaire for quantitative data, and interviews for critical thinking and the Flipped Classroom for qualitative data. The analysis of students’ responses to the California Critical Thinking Level Inventory survey revealed that the experimental group outperformed the control group, indicating a significant improvement in the critical thinking skills of the experimental group. The findings of the Flipped Classroom questionnaire suggested that the Flipped Classroom approach had a notable impact on students’ attitudes towards the new instructional model, with a high percentage of students preferring the flipped class.

As inferred from the preceding part, the utilization of the Flipped Classroom approach to teach critical thinking concurrently with a writing course yielded substantial dividends for both instructors and pupils alike. Firstly, the integration of technology into the curriculum must be strategic and purposeful to address specific pedagogical needs effectively. It is incumbent upon educational institutions to establish a comprehensive policy that integrates technological tools into their curricula, for doing so will enable educators to navigate pedagogical challenges with greater facility. The technological infrastructure within the classroom as well as the electronic devices that pupils utilize outside of it must be optimized to maximize their efficacy. Secondly, it is of paramount importance that the Flipped Classroom paradigm empowers students to become more autonomous learners and enriches their class time with more meaningful activities. This autonomy helps foster a sense of responsibility and ownership over their learning process. It is noteworthy, however, that videos, as a learning tool, do not by themselves obviate the need for traditional pedagogy; rather, technology must be integrated into the curriculum with a clear rationale to enhance the quality of instruction. Thirdly, teachers must be conversant with the use of Course Management Systems such as Moodle, Google Classroom, or Canvas and be equipped with the requisite skills to edit and design video lectures. The implementation of Flipped Classroom should strive to elevate the standard of instruction, as most of the learning transpires outside of class. To this end, the curriculum should incorporate activities aligned with the higher-order thinking skills prescribed in Bloom’s Taxonomy, as was exemplified in this study. Lastly, to ensure optimal outcomes, video lessons ought to be pre-recorded, allowing instructors to refine and improve the activities they will use in class. This refinement process is crucial for maintaining high-quality instructional materials that effectively support student learning.

Data Accessibility Statement

The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request.

Ethics and Consent

All the data gathered and presented in the study were obtained with the consent and approval of the participants involved. A learning agreement form was obtained that outlines the participants’ duties and responsibilities concerning the course and the use of any resulting data. The participants consented to make all recorded videos, outputs, and comments related to the course publicly accessible in Google Classroom.

Acknowledgements

This study is the summarized version of the MA dissertation titled “The Effect of Flipped Learning-supported Critical Thinking Instruction on the Critical Disposition and L2 Writing Skill”.

Funding Information

A grant for this research was not received from any government, commercial, or not for-profit funding agency.

Competing Interests

The authors have no competing interests to declare.

Author Contributions ( CRediT )

Muhammet Furkan Alpat: Writing—original draft preparation, review and editing; Emrah Görgülü: Supervision, review and editing. All authors have read and agreed to the published version of the manuscript.

Author Notes

This paper was proofread, edited, and refined with the assistance of OpenAI’s GPT-4 (Version as of February 20, 2024), complementing the human editorial process. The human author critically assessed and validated the content to maintain academic rigor. The author also assessed and addressed potential biases inherent in AI-generated content. The final version of the paper is the sole responsibility of the human author (Adopted from: Bozkurt, 2024 ).

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Making Your UX Life Easier with the MoSCoW

If you’re stuck trying to move a project forward because it seems like there are too many things to concentrate on then the MoSCoW method may help you get unstuck. It’s a prioritization technique which is easy to learn and simple to apply. It can also help you decide what’s really valuable for your UX projects before you get started on them.

There are many different prioritization techniques that can be employed on design projects but one of the simplest to use is the MoSCoW method. It’s used across all business disciplines to enable project teams to work with stakeholders to define requirements. It can also be used as a personal prioritization technique.

What Does MoSCoW Stand For?

MoSCoW is an (almost) acronym designed to reflect the four categories used by the technique to determine priorities; Must have, Should have, Could have and Would like but won’t get. The lower case “o’s” are added simply to give the acronym a pronounceable form. Occasionally, you may also see the whole phrase in block capitals MOSCOW to distinguish it from the name of the city but MoSCoW is more common.

What is the MoSCoW Method?

Experts Dai Clegg and Richard Barker proposed the method in their paper “Case Method Fast-Track: A RAD Approach” and while it was initially intended to be used with the Dynamic Systems Development Method (DSDM) it has long since been adopted throughout many areas of business. In recent times it has become very popular in the Agile and RAD (rapid application development) communities.

The MoSCoW method is most effective when it comes to prioritizing requirements in projects with either fixed or tight deadlines. It works by understanding the idea that all project requirements can be considered important but that they should be prioritized to give the biggest benefits in the fastest possible time frame.

It breaks down the requirements into four categories:

These are the requirements without which a project will fail. They MUST be delivered within the timeframe in order for anyone involved with the project to move on. In essence they make up the MVP ( Minimum Viable Product ) though it can be argued that MUST could stand for Minimum Usable SubseT too.

Should have

Should have requirements aren’t 100% necessary for delivering the project successfully but they are the “most nice to have” out of the list. They may be less time critical than “must have” or might be better held for a future release.

Could have requirements are just “nice to have” they are desirable to provide a nice user experience or customer experience but they’re not that important to the delivery of the project. They will be delivered only if there’s enough time and resources to spare to devote to them. Otherwise, they’re likely to be tabled for future releases and re-reviewed to see if they have become higher or lower priority in the interim.

These are the requirements that everyone agrees aren’t going to happen. It might be because they cost too much to implement or provide too little ROI ( Return on Investment ) for the efforts required to implement them. These are simply left to one side until they are either removed from the requirements list or become a higher priority.

The MoSCoW method provides a simple way of clarifying the priorities involved on a project. It’s most useful in time bound situations and it can be used to prioritize your own workload (usually with the buy in from a supervisor or manager if you work for someone else) as easily as it can be used for project work.

Implementing MoSCoW – A Practical Process

The easiest way to use MoSCoW is to bring together all the relevant stakeholders to the project and then:

List the requirements (on a flip chart or on a screen)

Vote on which category each requirement falls into (bearing in mind any hierarchical issues within the company itself – the CEOs vote may count for more than the votes of everyone else in the room)

Then collate the information and ensure that each requirement is presented against the relevant category in written form so that it can be used for reference by the project team

You can repeat this exercise whenever you feel it is necessary. Priorities may change mid-project or between releases. It’s important for everyone to understand what the implications of changing priorities in the middle of a project may be in terms of costs, resources, and time.

Issues with MoSCoW

It’s important to know that the MoSCoW method isn’t without its detractors. The main flaw in the method, as identified by authors Kark Weigers and Joy Beatty in their book Software Requirements, is that the method offers no means for comparing one requirement to another. This can make it difficult for those tasked with prioritizing requirements to know which category to place them in.

The Take Away

The MoSCoW method offers a simple process for prioritizing within project delivery. It can also be used to prioritize your work load. It should be used with some caution in that it may be too simple – particularly for complex projects – but it makes for a good starting point. One of the big advantages to its simplicity is that it should be easy to get buy in from other stakeholders to put it into practice.

Check out this useful study into how the MoSCoW method is used by business analysts .

You can read about the MoSCoW method as it was originally designed in: Clegg, Dai; Barker, Richard (2004-11-09). Case Method Fast-Track: A RAD Approach. Addison-Wesley. ISBN 978-0-201-62432-8.

You can read Weigers and Beatty’s criticism and their suggestion for a more complex method in: Wiegers, Karl; Beatty, Joy (2013). Software Requirements. Washington, USA: Microsoft Press. pp. 320–321. ISBN 978-0-7356-7966-5.

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MoSCoW Prioritization

What is moscow prioritization.

MoSCoW prioritization, also known as the MoSCoW method or MoSCoW analysis, is a popular prioritization technique for managing requirements. 

  The acronym MoSCoW represents four categories of initiatives: must-have, should-have, could-have, and won’t-have, or will not have right now. Some companies also use the “W” in MoSCoW to mean “wish.”

What is the History of the MoSCoW Method?

Software development expert Dai Clegg created the MoSCoW method while working at Oracle. He designed the framework to help his team prioritize tasks during development work on product releases.

You can find a detailed account of using MoSCoW prioritization in the Dynamic System Development Method (DSDM) handbook . But because MoSCoW can prioritize tasks within any time-boxed project, teams have adapted the method for a broad range of uses.

How Does MoSCoW Prioritization Work?

Before running a MoSCoW analysis, a few things need to happen. First, key stakeholders and the product team need to get aligned on objectives and prioritization factors. Then, all participants must agree on which initiatives to prioritize.

At this point, your team should also discuss how they will settle any disagreements in prioritization. If you can establish how to resolve disputes before they come up, you can help prevent those disagreements from holding up progress.

Finally, you’ll also want to reach a consensus on what percentage of resources you’d like to allocate to each category.

With the groundwork complete, you may begin determining which category is most appropriate for each initiative. But, first, let’s further break down each category in the MoSCoW method.

Start prioritizing your roadmap

Moscow prioritization categories.

1. Must-have initiatives

As the name suggests, this category consists of initiatives that are “musts” for your team. They represent non-negotiable needs for the project, product, or release in question. For example, if you’re releasing a healthcare application, a must-have initiative may be security functionalities that help maintain compliance.

The “must-have” category requires the team to complete a mandatory task. If you’re unsure about whether something belongs in this category, ask yourself the following.

If the product won’t work without an initiative, or the release becomes useless without it, the initiative is most likely a “must-have.”

2. Should-have initiatives

Should-have initiatives are just a step below must-haves. They are essential to the product, project, or release, but they are not vital. If left out, the product or project still functions. However, the initiatives may add significant value.

“Should-have” initiatives are different from “must-have” initiatives in that they can get scheduled for a future release without impacting the current one. For example, performance improvements, minor bug fixes, or new functionality may be “should-have” initiatives. Without them, the product still works.

3. Could-have initiatives

Another way of describing “could-have” initiatives is nice-to-haves. “Could-have” initiatives are not necessary to the core function of the product. However, compared with “should-have” initiatives, they have a much smaller impact on the outcome if left out.

So, initiatives placed in the “could-have” category are often the first to be deprioritized if a project in the “should-have” or “must-have” category ends up larger than expected.

4. Will not have (this time)

One benefit of the MoSCoW method is that it places several initiatives in the “will-not-have” category. The category can manage expectations about what the team will not include in a specific release (or another timeframe you’re prioritizing).

Placing initiatives in the “will-not-have” category is one way to help prevent scope creep . If initiatives are in this category, the team knows they are not a priority for this specific time frame. 

Some initiatives in the “will-not-have” group will be prioritized in the future, while others are not likely to happen. Some teams decide to differentiate between those by creating a subcategory within this group.

How Can Development Teams Use MoSCoW?

  Although Dai Clegg developed the approach to help prioritize tasks around his team’s limited time, the MoSCoW method also works when a development team faces limitations other than time. For example: 

Prioritize based on budgetary constraints.

What if a development team’s limiting factor is not a deadline but a tight budget imposed by the company? Working with the product managers, the team can use MoSCoW first to decide on the initiatives that represent must-haves and the should-haves. Then, using the development department’s budget as the guide, the team can figure out which items they can complete. 

Prioritize based on the team’s skillsets.

A cross-functional product team might also find itself constrained by the experience and expertise of its developers. If the product roadmap calls for functionality the team does not have the skills to build, this limiting factor will play into scoring those items in their MoSCoW analysis.

Prioritize based on competing needs at the company.

Cross-functional teams can also find themselves constrained by other company priorities. The team wants to make progress on a new product release, but the executive staff has created tight deadlines for further releases in the same timeframe. In this case, the team can use MoSCoW to determine which aspects of their desired release represent must-haves and temporarily backlog everything else.

What Are the Drawbacks of MoSCoW Prioritization?

  Although many product and development teams have prioritized MoSCoW, the approach has potential pitfalls. Here are a few examples.

1. An inconsistent scoring process can lead to tasks placed in the wrong categories.

  One common criticism against MoSCoW is that it does not include an objective methodology for ranking initiatives against each other. Your team will need to bring this methodology to your analysis. The MoSCoW approach works only to ensure that your team applies a consistent scoring system for all initiatives.

Pro tip: One proven method is weighted scoring, where your team measures each initiative on your backlog against a standard set of cost and benefit criteria. You can use the weighted scoring approach in ProductPlan’s roadmap app .

2. Not including all relevant stakeholders can lead to items placed in the wrong categories.

To know which of your team’s initiatives represent must-haves for your product and which are merely should-haves, you will need as much context as possible.

For example, you might need someone from your sales team to let you know how important (or unimportant) prospective buyers view a proposed new feature.

One pitfall of the MoSCoW method is that you could make poor decisions about where to slot each initiative unless your team receives input from all relevant stakeholders. 

3. Team bias for (or against) initiatives can undermine MoSCoW’s effectiveness.

Because MoSCoW does not include an objective scoring method, your team members can fall victim to their own opinions about certain initiatives. 

One risk of using MoSCoW prioritization is that a team can mistakenly think MoSCoW itself represents an objective way of measuring the items on their list. They discuss an initiative, agree that it is a “should have,” and move on to the next.

But your team will also need an objective and consistent framework for ranking all initiatives. That is the only way to minimize your team’s biases in favor of items or against them.

When Do You Use the MoSCoW Method for Prioritization?

MoSCoW prioritization is effective for teams that want to include representatives from the whole organization in their process. You can capture a broader perspective by involving participants from various functional departments.

Another reason you may want to use MoSCoW prioritization is it allows your team to determine how much effort goes into each category. Therefore, you can ensure you’re delivering a good variety of initiatives in each release.

What Are Best Practices for Using MoSCoW Prioritization?

If you’re considering giving MoSCoW prioritization a try, here are a few steps to keep in mind. Incorporating these into your process will help your team gain more value from the MoSCoW method.

1. Choose an objective ranking or scoring system.

Remember, MoSCoW helps your team group items into the appropriate buckets—from must-have items down to your longer-term wish list. But MoSCoW itself doesn’t help you determine which item belongs in which category.

You will need a separate ranking methodology. You can choose from many, such as:

• Weighted scoring
• Value vs. complexity
• Buy-a-feature
• Opportunity scoring

For help finding the best scoring methodology for your team, check out ProductPlan’s article: 7 strategies to choose the best features for your product .

2. Seek input from all key stakeholders.

To make sure you’re placing each initiative into the right bucket—must-have, should-have, could-have, or won’t-have—your team needs context. 

At the beginning of your MoSCoW method, your team should consider which stakeholders can provide valuable context and insights. Sales? Customer success? The executive staff? Product managers in another area of your business? Include them in your initiative scoring process if you think they can help you see opportunities or threats your team might miss. 

3. Share your MoSCoW process across your organization.

MoSCoW gives your team a tangible way to show your organization prioritizing initiatives for your products or projects. 

The method can help you build company-wide consensus for your work, or at least help you show stakeholders why you made the decisions you did.

Communicating your team’s prioritization strategy also helps you set expectations across the business. When they see your methodology for choosing one initiative over another, stakeholders in other departments will understand that your team has thought through and weighed all decisions you’ve made. 

If any stakeholders have an issue with one of your decisions, they will understand that they can’t simply complain—they’ll need to present you with evidence to alter your course of action.  

Related Terms

2×2 prioritization matrix / Eisenhower matrix / DACI decision-making framework / ICE scoring model / RICE scoring model

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The MoSCoW method for prioritization: A guide for agile teams

In the messy world of technology, there is an immeasurable demand for the resources from product and development teams. This is where prioritization comes into play.

Prioritization is one of the core responsibilities of the product manager. With the proper prioritization framework and/or criteria, the product manager can save their team resources while moving closer to the business goals.

In this article, we will dive deep into one of the most widely used prioritization techniques, the MoSCoW method.

What is the MoSCoW method?

The MoSCoW method (also known as MoSCoW analysis) is one of many qualitative prioritization techniques used to prioritize features, user stories, and requirements.

The MoSCoW method groups the features into four groups:

• Should-have
• Could-have (or nice-to-have)

1. Must-have

Features or stories are critical for the product’s success. These features represent the non-negotiables which, if not implemented successfully, might put the product at risk of failing.

For example, let’s say you are the PM of a university’s e-learning system. A must-have feature might be the assignment submission feature because it serves a primary and essential need for both ideal customer profiles.

2. Should-have

This classification represents the features that are important, but not as crucial as the must-haves. These features, if not implemented, can cause a severe risk to the product’s success, but their risk is lower than the must-haves.

Typically, product teams use this classification for minor bug fixes and/or performance improvement initiatives.

Returning to our example, a should-have feature for our e-learning system might be an integrated plagiarism tool for teachers to use. This can be a should-have because it would not stop the teachers from doing their work, but not implementing it might lead them to churn and move to other platforms that save them time.

3. Could-have (or nice-to-have)

This classification represents desirable features that are not important to the core function of the product. Not implementing this feature will not cause any risk or failure.

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Could-have features might help your product or do nothing at all. Features that are tagged with the could-have classification end up deprioritized and treated as a sprint filler.

For our e-learning, one feature could be the ability for the teachers to message other students through the platform. This is nice-to-have because this problem is typically dealt with through email and other platforms.

4. Won’t-have

This classification represents features that are not aligned with the vision and the strategy of the product. These are the features requested by other departments or stakeholders, but are entirely irrelevant.

If we were to reflect this in our e-learning example, this might be a feature that enables teachers to develop a curriculum collaboratively on the platform. This feature is a won’t-have because it doesn’t align with the vision of the product because the product is intended to mainly serve the students.

MoSCoW prioritization template

The MoSCoW prioritization method can be used to prioritize both the product backlog and the sprint backlog . This tells engineers what they need to deliver first and gives them an idea of what task could potentially spill over into the next sprint.

Below is a simple template that can get you up and running with the MoSCoW prioritization technique:

History of the MoSCoW method

The MoSCoW method was introduced first in 1994 by Dai Clegg , a British business consultant and software engineer.

Clegg was working on a software project with the British government and was looking for a method to prioritize the system requirements based on their urgency and criticality. He came up with the MoSCoW method to rank and prioritize the features and ensure the right investments were put into the top features.

How to use the MoSCoW prioritization method (5 steps)

Using the MoSCoW in the real world is more than tagging features with four different tags. It requires additional steps to ensure the proper prioritization is put into place and that features align with your stakeholders.

To apply the MoSCoW prioritization method in product management, take the following steps:

1. Groom your features

It is always a best practice to start by listing your features in your product backlog. Add some details to them like the basic idea of the feature, some simple user flows, and wireframes, and meet with your engineers/technical navigators, or system analysts to check on the technical feasibility and the edge cases.

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2. Prioritize initially

After you have all of your features groomed, start prioritizing them. Classify them into must-have, should-have, could-have, and won’t-have. Prioritize based on the available resources and insights gathered from any user research and product analytics.

3. Align with your stakeholders

Present your initial priority to your stakeholders. Gather their input and try to persuade them of your priority based on the insights and the data you have.

Don’t leave the meeting without alignment on the priority of each feature. The outcome of the meeting should be a prioritized list agreed on by each and every stakeholder.

4. Adjust your roadmap and announce

After finalizing the backlog, make sure to give it a final review and announce it publicly using your internal roadmap and any communication channel that includes all the stakeholders.

5. Communicate continuously

We are in the agile era . That means we should embrace change and understand that changes happen all the time.

A feature that is a could-have in this quarter might be a must-have in the next one. So make sure to communicate changes in the business and feature priorities continuously with your stakeholders.

Ensure all the related documents, like the roadmap and the backlog , are updated accordingly and on a timely basis to avoid any miscommunication and to make sure that everyone is aligned on the timeline and the priorities.

Final thoughts

The MoSCoW method is one of the most powerful and widely used prioritization techniques worldwide. It helps classify features and initiatives into four groups.

For the MoSCoW method to be applied effectively and deliver the intended value, it should include a lot of stakeholder alignment and involvement. The product manager should dedicate more time to the must-have features to come up with a killer solution that helps solve the major problem for the users.

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