The impacts of flipped classroom on writing complexity accuracy and fluency of Turkish EFL learners

This study investigates the possible impacts of the flipped classroom model on the writing achievement, writing complexity, accuracy, and fluency (CAF) of English as a Foreign Language (EFL) learners enrolled in a language preparatory school at a state university in Turkey. The research also explores students' perceptions toward the flipped writing classroom. Recognizing the inherent challenges of academic writing for EFL learners—such as limited language exposure, insufficient practice opportunities, and the cognitive load of integrating grammar, vocabulary, and ideas—the flipped classroom model offers a promising pedagogical approach by providing more interactive and learner-centered activities. The study employed a pre-post design quasi-experimental methodology with two intact B2 level classes, each comprising 20 students. The experimental group received flipped instruction for essay writing during six weeks. Data collection involved pre and post-tests (opinion essays), surveys, and focus group interviews. Analytical tools included SPSS for statistical analysis, NEOSCA for syntactic complexity analysis, Grammarly software for grammar checking, and the researcher's qualitative analysis. Results indicated that the flipped classroom model positively affected the overall writing performance of the experimental group. However, no significant differences were observed between the experimental and control groups in terms of writing complexity, accuracy, and fluency by the end of the intervention. Notably, students' attitudes toward the flipped writing classroom were predominantly positive. The findings suggest that while the flipped classroom model enhances writing performance, it may not significantly influence writing CAF within the studied duration. Based on these results, the study provides implications for future practice and research, advocating for further exploration into long-term effects and the integration of additional supportive measures to enhance writing CAF in EFL contexts.