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Using a pre-test-treatment-posttest-delayed posttest design, 55 students were assigned to flipped classroom and traditional classroom groups. The flipped group outperformed the traditional group at posttest and maintained superiority over time, while long-term change within the flipped group was not significant. 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This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, 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 essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such asthe video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students. |\n| Article history\u003Cbr>Received: November 15, 2017\u003Cbr>Accepted: December 26, 2017\u003Cbr>Published: February 28, 2018\u003Cbr>Volume: 9 Issue: 1\u003Cbr>Advance access: January 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Flipped Writing Classroom, EFL Learner Active Engagement, Teacher-learner Interaction/ Negotiation,\u003Cbr>Argumentative Essay |  |\n\nINTRODUCTION  \nWriting skill is a complex process because it requires the skillful coordination of both cognitive and linguistic processes and resources (Hayes, 1996; Kellogg, 1996); focusing on higher level skills of planning and organizing (i.e. generating and organizing ideas) as well as lower level skills of spelling, punctuation and word choice can be a daunting task (Richards & Renandya, 2002) . As a result, teaching second language (henceforth, L2) writing skill is not only very important but also challenging for L2 writing instructors (Farah, 2014) .  \nIn addition, individual differences (IDs) are known asthe “consistent predictors ofL2 learning success”(Dörnyei, 2005, p. 6) and it is expected that learners with different cognitive abilities “execute and orchestrate these processes with varying degrees of efficiency and differ in how they learn to write in another language”(Kormos, 2012, p. 390) . Differences in learners’ learning styles can also either support or inhibit the learners’ intentional cognition and active engagement (Katayama, 2007) .  \nConsidering the mentioned issues, the researchers in the current study who were seeking for an effective technique for L2 writing instruction noticed the ‘flipped learning approach’ and decided to investigate its effectiveness with  \nsome Iranian EFL learners. Based on the literature, to resolve the students’writing problems ","cbCaifLEi26OCxFo","https://ap.wps.com/l/cbCaifLEi26OCxFo","pdf",482462,"English","# Article INFO\n## Abstract\n## Article history\n## Conflicts of interest and Funding\n## Key words\n# INTRODUCTION","[{\"question\":\"What is the flipped writing classroom approach in this study?\",\"answer\":\"Flipped teaching reverses in-class lectures and homework, often supported by instructional videos or other materials, to enable more student-centered in-class activities.\"},{\"question\":\"How did the study measure the effect on learners’ argumentative essays?\",\"answer\":\"It used a pre-test-treatment-posttest-delayed posttest experimental design, comparing a flipped classroom group with a traditional classroom group across multiple sessions.\"},{\"question\":\"What were the main findings about essay quality over time?\",\"answer\":\"The flipped classroom significantly outperformed the traditional classroom, and this superiority remained significant over time, while no significant long-run change was observed within the flipped group.\"}]","A Flipped Writing Classroom - Effects on EFL Learners’ Argumentative Essays | PDF",1792068043,23]