Abstract
Given the interwoven connection between reading and writing, the changing teaching/learning landscape, this study aims to develop a pedagogical model for a flipped graduate writing courses to (1) guide learners through deep and critical reading of research articles, (2) emphasize on both linguistic and non-linguistic features of the text, and (3) facilitate the transformation of learned genre knowledge into actual writing practice. The research objectives of this current study are twofold. Firstly, the flipped approach aim to develop reading AND writing abilities together as these two skills are considered indispensable and enhance each other in the development of academic literacy. Secondly, the pedagogical model flips the take-home writing tasks to the classroom for more timely and personalized feedback and support. This study collected data from student writing, RA analysis, questionnaire, classroom observation, and stimulated-recall interview for triangulation so to evaluate the effectiveness and student perceptions of the flipped literacy-oriented approach. Overall, in both interviews and questionnaire, the participating students reported positive perceptions this flipped reading-writing integrated approach and the quality of the recorded lectures for self-studying. Their genre knowledge and higher-order reading/thinking skills of research articles have improved greatly, as evident in the questionnaire, analysis report, and writing samples. The findings of this action research can more directly help fellow writing instructors to make better decisions in instructional design and their teaching practices, especially when flipping the classroom and integrating reading tasks for writing courses. In this flipped literacy-oriented approach, graduate learners benefit from the guided reading, given the awareness of disciplinary convention, linguistic features of each section in RAs, and the moves to achieve writing objectives. Above all, the target learners enjoy the flipped nature of the literacy-oriented model for more feedback from peers and the instructors, and more personalized and deeper learning.