Exploring the learning outcomes of flipped learning in a Second Language (L2) academic writing classroom for low proficiency pre-university students

This study explored how flipped classroom can enhance second language (L2) students' writing despite their low English proficiency and the shortage of time to bridge the English gap. Results revealed that the flipped group outperformed the control group in writing significantly. Students favoured the greater time preparation, the immediate feedback as well as the increased practice, interaction, motivation and self-efficacy. This study has successfully contributed to the literature by expanding the application of flipped classroom approach to L2 writing research. It has also subsequently proposed a Flipped Writing Framework that can be applied to other intensive language learning environments.