The flipped learning approach (FLA) has gained significant popularity since the onset of the COVID-19 pandemic in 2019. Even though flipped learning has become more popular, there is limited research on how well it improves writing skills. This review aims to recognise the benefits of FLA in improving writing skills from learners’ perspectives of different ages and academic levels by reviewing 18 articles and journals from 2019 to 2023. The findings suggest that learners considered FLA as beneficial for enhancing their writing skills, fostering autonomous learning, increasing motivation in writing, and promoting active classroom engagement. This literature review aims to provide a better overview of the benefits of FLA in improving learners' writing skills and recommendations to future researchers to explore more benefits of FLA in improving writing skills from both learners’ and instructors’ perspectives.
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Abu Safiyeh, H., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on
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Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1 https://doi.org/10.1080/2331186X.2020.1870801
Alghasab, M. B. (2020). Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners’ Perceptions. English Language Teaching, 13(4), 28. https://doi.org/10.5539/elt.v13n4p28
Altas, E. A., & Mede, E. (2021). The Impact Of Flipped Classroom Approach On The Writing Achievement And Self-Regulated Learning Of Pre-Service English Teachers. Turkish Online Journal of Distance Education, 22(1), 66–88. https://doi.org/10.17718/TOJDE.849885
Arifani, Y., Asari, S., Anwar, K., & Budianto, L. (2020). Individual or Collaborative Whatsapp Learning? A Flipped Classroom Model of EFL Writing Instruction. Teaching English with Technology, 20(1), 122–139. http://www.tewtjournal.org
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or
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Ceylan, N. O. (2019). Student perceptions of difficulties in second language writing. Journal of Language and Linguistic Studies, 15(1), 151–157. https://doi.org/10.17263/jlls.547683
Chai, A. S., & Hamid, A. H. (2023). The Impact of Flipped Learning on Students’ Narrative Writing. International Journal of Advanced Research in Education and Society, 4(4), 159–175. https://doi.org/10.55057/ijares.2022.4.4.15
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743–3769. https://doi.org/10.1007/s10639-021-10434-1
Danya, M., & Alamelu, C. (2019) Factors Influencing the Acquisition of Writing Skills. International Journal of Recent Technology and Engineering (IJRTE), 7(6), 1399-1404.
Ebron, G. P., & Mabuan, R. A. (2021). Flipped Learning Approach in Teaching Writing in a University Setting: Students’ Experiences, Preferences, and Perspectives. TESOL International Journal, 16(4), 161–183.
Ghufron, M. A., & Nurdianingsih, F. (2021). Flipped classroom method with Computer-Assisted Language Learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120-141.
Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125
Hidayat, L. W., & Praseno, M. D. (2021). Improving Students’ Writing Participation and Achievement in an Edpuzzle-Assisted Flipped Classroom. Education of English as Foreign Language, 4(1), 1–8. https://doi.org/10.21776/ub.educafl.2021.004.01.01
Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), 458–469.
Khan, M. R. and Zulfiquar, F. (2022). Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19. International Journal of English Language Teaching, 10(2), 1–11. https://doi.org/10.37745/ijelt.13
Muluk, S., Zainuddin, Z., & Dahliana, S. (2022). Flipping an IELTS Writing Course: Investigating its Impacts on Students’ Performance and Attitudes. Studies in English Language and Education, 9(2), 591–612. https://doi.org/10.24815/siele.v9i2.23314
Othman, K., & Abd. Rahman, S. F. (2023). Virtual Flipped Classroom: English as a Second Language (ESL) Learners’ Decision-Making Styles in Academic Reading. International Journal of Academic Research in Business and Social Sciences, 13(3), 1413–1421. https://doi.org/10.6007/IJARBSS/v13-i3/16501
Ozkurkudis, M. J., & Bumen, N. T. (2019). Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing. Journal of Education and Future, 15, 1–16. https://doi.org/10.30786/jef.425632
Putra, M. (2021). The Use of Flipped Classroom in Teaching Writing: An Experimental Study. Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 289–294.
Qader, R. O., & Arslan, F. Y. (2019). The Effect of Flipped Classroom Instruction in Writing: A Case Study With Iraqi EFL Learners. Teaching English with Technology, 19(1), 36–55. http://www.tewtjournal.org
Rahman, S. F., Yunus, M., & Hashim, H. (2019). A Technology Acceptance Model (TAM): Malaysian ESL Lecturers' Attitude in Adapting Flipped Learning. Malaysian Journal of Education (0126-6020), 44, 43-54
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Sheerah, H. (2022). The Use of Flipped Learning as Technology Enhanced Pedagogic Tool to Support EFL Students’ Writing Skills in Saudi Context. TOJET: The Turkish Online Journal of Educational Technology, 21(1), 187–201.
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Sukerti, G. N. A., Rudiastari, E., & Susana, K. Y. (2020). The Effectiveness of Flipped Learning in Teaching Writing. SOSHUM: Jurnal Sosial Dan Humaniora, 10(1), 78–92. https://doi.org/10.31940/soshum.v10i1.1634
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Yaccob, N. S., & Yunus, M. (2019). Students’ Perspectives on Challenges and Solutions to Learning English in Malaysian ESL Context. Journal of Language and Communication, 6(2), 51–60.
Zahra & Siros. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar.Cogent Education, 8(1), 1870801.
Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, 27(2), 72-86. https://doi.org/10.1108/OTH-09-2018-0027
