本研究旨在探討任務式翻轉教學對外語學習者之寫作之表現的影響因素。本實驗之74位受試者來自台灣中部一所大學裡外文系學生。實驗課程以傳統教科書教學法與任務式翻轉教學法來做比較。基於批判思維問卷調查，受試者被分成低批判思維與高批判思維兩組做比較。受試者於第一週課程授予傳統教科書教學法，而第二週則以任務式翻轉教學法授予課程。本研究結果顯示出不論低批判思維或高批判思維，在授以任務式翻轉教學法之下受試者皆可藉此來以提高寫作能力。除此之外，在授以任務式翻轉教學法課程之後，低批判思維的寫作能力不但提升而且比高批判思維的表現來的更好。然而，受試者在授以傳統教科書教學法之下其寫作能力並沒有好的表現。一個值得注意的結果是，批判思維確實是會影響受試者在受以任務式翻轉教學法時的寫作表現。本論文實驗結論為，外語寫作教學中運用任務式翻轉教學法可顯著提升學生的寫作能力，尤其用於低批判思維學習者其效果更加有學習成效。此論文研究建議運用任務式翻轉教學可提升低批判思維學習者的寫作技巧藉此提高學習成效與信心。
This study examines the influential factors of task-based flipped learning instruction in EFL learners’ writing performance. A total number of 74 English major students participated from a university in central Taiwan. Task-based flipped learning instruction was compared with traditional textbook instruction. Participants were randomly divided into a low critical thinking group and a high critical thinking group based on the critical thinking assessment. The participants were taught in the traditional textbook instruction during the first week, then followed up with task-based flipped learning instruction on the second week in an EFL writing class. The results indicated that both low and high critical thinking groups enhanced their writing performance significantly in the task-based flipped instruction. Subsequently, the writing performance through task-based flipped learning instruction had significantly improved in the low critical thinking group than in high critical thinking group. Meanwhile, participants had lower writing means as a result of traditional textbook instruction. One notable result, critical thinking ability is highly correlated with writing performance through task-based flipped learning instruction in foreign language classrooms. To conclude, task-based flipped learning instruction improved participants’ writing performance significantly, exceptionally in low critical thinking learners in foreign language writing class. The finding of this study suggested that task-based flipped writing instruction can improve writing performance and learning achievement, particularly in reflective to low critical thinking learners.
