The Impact of Flipped Teaching Model on Iranian EFL Learners' Writing Quality

This quasi-experimental study investigated the impact of the Flipped Classroom Model (FCM) on the writing performance of Iranian English as a Foreign Language (EFL) learners. Conducted within a private language institute, the study employed a pretest-posttest control group design with ۶۲ intermediate-level female participants, who were assigned to an experimental (FCM) group (n=۳۰) and a control (traditional instruction) group (n=۳۲). Over ۲۰ instructional sessions, the experimental group received instruction via a structured FCM cycle involving pre-class digital content delivery through messaging apps and interactive, collaborative in-class writing workshops. The control group received conventional teacher-fronted instruction using the same core textbook. Data were collected using parallel writing composition tests, scored with Jacob's ESL Composition Profile. Results from independent samples t-tests revealed that the FCM group achieved a significantly higher mean score on the writing posttest than the control group. The findings indicated that the FCM could enhance the writing quality of Iranian EFL learners. The study concluded that the FCM, by strategically reallocating lower-order learning to self-paced study and dedicating class time to higher-order application and collaboration, provides a contextually adaptable framework for developing more proficient, self-directed learners in similar EFL settings.

کلیدواژه ها:

Flipped Classroom Model (FCM) ، writing quality ، Iranian EFL learners ، technology-enhanced language learning