摘要：The flipped instruction classroom has been claimed as an educational strategy that actively promotes students’ efficiency to independently prepare for lessons, mainly through online material prepared by their teachers. The current study was aimed at addressing the deficits of traditional classroom instruction and enhancing learning among upper-intermediate Iranian EFL learners through implementing flipped classroom instruction. The aim was to improve learners’ English writing outcomes, more precisely, learners’ attitude towards English writing, and experience with English writing using flipped classroom instruction. The study lasted over twelve weeks, from September to December 2020. The participants were 80 EFL students, aged 25-38, learning English in Rama and Parto institutes. Both a questionnaire and pretest-posttest argumentative essay were used for data collection. The outcomes showed that learners had a favorable view of flipped writing instruction classrooms. The flipped learners also revealed statistically significant achievements in the posttest scores than their nonflipped counterparts. Furthermore, the results of this study indicated a broader perspective on a certain number of pedagogical implications for curriculum designers, teachers, administrators, and learners. The study also hopes to help officials and teachers establish a practical class using flipped instruction.
