zeinab Moradi khazaee - English language and literature, Literature and humanities faculty, Arak University, Arak, Iran
Hamid Reza Dowlatabadi - English language and literature, Literature and humanities faculty, Arak University, Arak, Iran
Majid Amerian - English language and literature, Literature and humanities faculty, Arak University, Arak, Iran
Jalil Fathi - University of Kurdistan

To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=۴۳) of this research and they were randomly assigned to a Control Group (N = ۱۸) and an Experimental Group (N = ۲۵). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L۲ writing performance of the experimental group (F= ۲۲.۲۰, p = ۰.۰۰۰, partial eta squared = ۰.۳۵). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= ۵۱.۶۷, p = ۰.۰۰۰, partial eta squared = ۰.۵۶). The findings have remarkable implications for L۲ writing methodology.  

EFL Context, Flipped classroom, writing performance, Writing Motivation