APPENDIX D： BLENDED LEARNING EXPERT REVIEW FORM（20250717更新）

FACULTY OF EDUCATION, UNIVERSITI KEBANGSAAN MALAYSIA

Questionnaire on the Design of AEW-TRFCM

(Blended Learning Expert Review)

Research Title:

DEVELOPING A TASK-REPETITION FLIPPED CLASSROOM MODULE FOR CHINESE ACADEMIC ENGLISH WRITING UNIVERSITY INSTRUCTORS 


Researcher


LIANG YINGBAO (P122913)


This questionnaire aims to determine the suitability of blended learning elements in the design and development phase of the AEW-TRFCM for university instructors as required at universities in China. Please write your responses in the space provided in this questionnaire. Provided information will all be kept private and confidential, and will be used exclusively for this study’s objectives. I am grateful that your cooperation in answering this questionnaire. 

Note: AEW-TRFCM refers to Task repetition flipped classroom module for academic English writing instructors.

INSTRUCTIONS: Please complete the following

PART A: GENERAL INFORMATION 
1. Name
2. Age
3. Gender
4. Position
5. Department
6. Address
7. Email
8. Telephone

INSTRUCTIONS: Please tick mark your choice 

① – Strongly Disagree 

② – Disagree 

③ – Neither agree nor disagree 

④ – Agree 

⑤ – Strongly Agree 

PART B: FLIPPED CLASSROOM DESIGN 

9. The online course and the face-to-face instruction is well integrated.
10. The time allocation between online video teaching and offline courses is reasonable. 
11. Both the online course and the offline course meet the teaching objectives. 
12.

Video tutorials are available to students to learn academic English writing before in-class activities. 

13.

Academic English writing essays are provided to students to do critical thinking.

14.

In-class activities (e.g., peer review, group discussion, and instructors’ guide) are conducted to help students develop academic English writing skills.

15.

In this module, peer interaction is frequent.

16.

In this module, timely and constructive feedback can be provided by instructors.

17.

Different-stage assessments (e.g., automated writing feedback, peer review, and instructors’ feedback) are made to motivate students to refine their writing. 

18.

Writing review is finished by students after class.

PART C: TECHNICAL SUPPORT AND TOOLS 

19.

The provided digital tools (e.g., Superstar Learning App, video tutorials, automated writing checker) is effective for students to learn academic English writing.

20.

The online teaching materials (e.g., videos, essays, or writing tasks) effectively support the instructor’s teaching needs. 

21.

The teaching quality has been enhanced by allowing students to use mobile devices.

22.

The automated writing checker is supportive and helps students reinforce their writing.

23.

The Superstar Learning App is effective for instructors to manage the course.

24.

The video tutorials is supportive for instructors to give students online course before class.

PART D: TEACHING OUTCOME

25.

This module can encourage students to better understand the teaching contents.

26.

This module stimulates students to better prepare for the final academic English writing test.

27.

This module can improve students’ ability to work in groups (e.g., peer review, and group discussion).

28.

This module can improve students’ ability to apply knowledge in writing practice.

29.

This module can help students engage more actively in the class.

30.

This module can enhance students’ self-learning ability.

31.

The module helps instructors conduct the academic English writing course efficiently.

32.

The module can enhance teaching effectiveness compared to traditional teaching methods.

33.

Comments/ feedback for the improvement of this module’s content 

THANK YOU FOR YOUR FEEDBACK

Questionnaire adapted from Akkoyunlu & Y?lmaz-Soylu (2008), Jiang et al. (2024),&Murillo-Zamorano et al.(2019)

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