A Program in Linguistic Applications Based on Flipped Learning Accompanied by Online Discussions to Develop First-Year Faculty of Education Arabic Language Majors’ Writing Performance and Higher-Order Thinking Skills

This study aimed to develop a program in linguistic applications based on flipped learning accompanied by online discussions for first-year students in the Arabic Language Department (Primary Education) at the Faculty of Education, Minia University. The study measured the program's effectiveness in enhancing students' writing performance and higher-order thinking skills. The experimental method employed a quasi-experimental design with a single group consisting of 38 students. The assessment tools used were tests for writing performance and higher-order thinking skills. To evaluate the program's impact on the development of these two variables, the assessment tools were administered to the study group both before and after the intervention. The results indicated a statistically significant difference in the mean scores of students between the pre-test and post-test for overall writing performance and its sub-skills, as well as for overall higher-order thinking skills and its sub-skills, in favor of the post-test. Additionally, the effect size of the independent variable (the proposed program) on the dependent variables (writing performance and higher-order thinking skills) was found to be large, indicating the program's effectiveness in enhancing these skills among the students in the study group. Based on these findings, several recommendations and suggestions for further research were made.