This paper explores the intersection between the flipped classroom teaching and argumentative writing instruction in English as a Foreign Language (EFL) context. Drawing on empirical research corpora and various theoretical frameworks, this review synthesizes existing findings across three thematic areas: the theoretical foundations of the flipped classroom grounded in social constructivism and the ADDIE instructional design model; persistent challenges faced by foreign language learners in argumentative writing; and recent evidence regarding the effectiveness of applying the flipped classroom approach to writing instruction. The review reveals that although the flipped classroom shows promise in enhancing students' classroom engagement, self-regulation abilities, and overall writing proficiency, specialized research on its application in EFL argumentative writing instruction remains limited. Several key research gaps are identified: there is no study integrated the flipped classroom with the ADDIE model to develop structured argumentative writing modules; there is insufficient research conducted within private undergraduate institutions; and there is a lack of empirical studies clarifying how flipped classroom environments can scaffold the complex cognitive processes involved in argumentative writing. Finally, the article proposes future research directions, advocating for theoretically grounded, systematically designed instructional intervention studies to address the multiple and complex practical challenges in EFL argumentative writing instruction.
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