The present study aims to explore the effectiveness of flipped learning environments on L2 writing. In particular, the focus of the study is on whether the flipped learning approach has a positive influence on college EFL students’ ability to fluently write complex sentences in English. Two different modes of instruction were given to the students: the traditional classroom-based writing instruction (control group) and the flipped learning writing instruction (experimental group). Writing samples were collected from a total of twenty students (ten in the control group and ten in the experimental group). The results showed that students in the flipped learning classroom write complex sentences, using more words than those in the traditional classroom do. In addition, the students in the flipped learning classroom presented better writing fluency than those in the traditional classroom.
1. Introduction
2. Literature Review
3. Method
4. Method Results and Discussion
5. Conclusion
Works Cited