摘要：The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students’ perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also presented some caveats for teachers when they intend to flip the class.
