Effects of Flipped Reading–Writing Constructivist Instruction on EFL Learners’ Writing Performance and Intercultural Sensitivity

This mixed-methods research explored the affordances of a writing instruction featuring constructivist learning, reading-writing connection, flipped learning, and online intercultural exchanges with regard to English-as-a-foreign-language (EFL) learners’ writing performance and intercultural sensitivity. Forty-eight Taiwanese English-major undergraduate students were each paired with an American undergraduate partner, had intercultural online exchanges, completed two essays (a descriptive essay and an argumentative essay), and had revisions based on their peers’ feedback. Multiple sources of data over a semester included the pre- and post-tests on the two essay writing tasks, responses to an intercultural sensitivity scale, and focus-group interviews. The instruction design enhanced the EFL learners’ writing outcomes, strengthened their cross-cultural observations, and increased their intercultural sensitivity. This study highlights the practice with a focus on developing writing skills and intercultural sensitivity using online intercultural exchanges.