Abstract

CHAMBI-MESCCO, Edith. Flipped learning with formative feedback for the production of argumentative academic essays in general studies students at a public university. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS02122025.  Epub Mar 17, 2026. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.305.

The difficulty university students have in producing argumentative academic texts is a persistent problem that hinders the development of critical thinking and effective communication, essential skills for their professional training. This study aimed to determine the influence of applying the Flipped Learning (FL) pedagogical model integrated with Formative Feedback (FF) on improving the production of argumentative academic essays. A quantitative approach was used, with a quasi-experimental pretest-posttest design that included an experimental group (n=38) and a control group (n=39), selected by convenience sampling from a medical school. The experimental group underwent a seven-session instructional sequence using the combined methodology (FL + FF), while the control group followed a traditional model. Text production was measured using the Rubric for Evaluating Argumentative Academic Essays. The posttest results revealed a statistically significant difference in favor of the experimental group, with a large effect size (d = -0.896), confirming the central hypothesis. The intervention demonstrated a significant influence on the dimensions of Discourse Genre Adjustment, Rhetoric, and Cohesion and Coherence. However, no significant difference was identified in the dimension of Language Norms Adjustment. The combined application of FL-RF is a highly effective strategy for developing argumentative writing skills at the advanced level. This approach, by maximizing face-to-face time for guided practice and reflection, suggests a valuable method for strengthening literacy programs.

Keywords : flipped learning; formative feedback; argumentative academic essay; higher education; textual production.

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