The effect of a flipped writing classroom on writing performance and self-regulation of Iranian EFL learners

With the advent of innovative technological tools and in line with a shift from teacher-centered towards student-centered approaches in language teaching, new opportunities have been introduced to contribute to improving language learning. The related literature asserts that this new mode of teaching might have both benefits and challenges which could influence teachers and learners’ participation in the newly emerged flipped learning. Keeping this in mind, the present study was set to investigate the effect of a flipped writing classroom on writing performance and writing self-regulation of Iranian EFL learners. In so doing, two intact classes were selected as the participants (N=51) of the study and they were randomly assigned to the Control Group (N = 24) and the Experimental Group (N = 27). Over a period of one semester, the Control Group was taught using traditional writing instruction, whereas the Experimental Group was taught in a flipped learning mode. Two timed writing tasks were administered to collect the data. The results of the study demonstrated that the flipped group outperformed the non-flipped group in terms of both writing performance and writing self-regulation. This studychr('39')s findings and suggestions for future flipped classrooms can serve as a template for integrating flipped instruction into the EFL curriculum.