摘要：According to the literature, flipped instruction model is a new pedagogical approach which has been recently taken into consideration in the field of language learning and teaching. In this method “flipped classroom” is combined with technology and it is described as an instructional model that implicitly provides lectures outside of class for learners and creates a student-oriented as well as inclass active learning (Bergmann & Sams, 2013). This experimental study, using a pre-test posttest design, was aimed at investigating the impact of flipped model on writing skill. The participants were 39 candidates, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the IELTS task 2 essays was examined. The FC group significantly outperformed the TC one. Then, the difference between the communicative patterns was investigated. The FC group indicated higher classroom interaction than the TC one. Next, the participants` view towards experiencing FCI was examined. The results found that, the majority of candidates both in FC group and the TC group echoed positively. The results found in FC group, could be attributed not only to the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the uploaded videos on virtual channels, collaborative writing, as well as in-class teacher-learner interactions.
