EFL Learners’ Writing Academic Achievement and Satisfaction in Applying a Flipped Classroom: A Synthesis of Empirical Evidence
Keywords:
Flipped classroom , EFL academic writing , Writing achievement , Learner satisfaction , Learner autonomyAbstract
The flipped classroom has increasingly been recognized as an innovative instructional approach that promotes active learning and learner-centered pedagogy in English as a Foreign Language (EFL) contexts. This qualitative study investigates the influence of flipped classroom implementation on EFL learners’ academic writing achievement and their learning satisfaction in academic writing courses. The study involved 33 EFL university learners in Iran who participated in flipped academic writing instruction, where instructional materials such as video lectures and digital resources were accessed prior to classroom meetings, while in-class sessions emphasized collaborative writing activities, peer interaction, and immediate teacher feedback. Data were collected through classroom observations and semi-structured interviews to explore learners’ experiences and perceived outcomes. The findings indicate that the flipped classroom positively contributed to learners’ academic writing achievement, particularly in organizing ideas, developing arguments, improving coherence, and enhancing grammatical accuracy. The model also fostered greater learner autonomy, engagement, and responsibility toward the writing process. In addition, learners reported high levels of learning satisfaction due to flexible learning opportunities, interactive classroom environments, and timely feedback provided during face-to-face sessions. Despite minor challenges related to technological access and adaptation to self-directed learning, the flipped approach created a supportive and motivating learning atmosphere. The study highlights that integrating pre-class preparation with in-class collaborative practice can effectively address common difficulties in EFL academic writing instruction. These findings suggest that flipped classroom pedagogy offers meaningful pedagogical implications for improving both cognitive and affective dimensions of EFL writing development in higher education contexts.
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