Abstract:
This study aims to evaluate the influence of the Flipped Classroom approach on the writing proficiency of EFL
students, particularly focusing on the aspects of complexity and accuracy. The research employed a One-Group
Pretest-Posttest Design and was conducted at Darul Muhmin School, Satun, Thailand. A total of 20 students
participated in the study. They were given a pretest to measure their initial writing proficiency, followed by a
series of lessons using the Flipped Classroom approach, and finally a posttest to assess improvements. The
instructional method involved students learning theoretical content independently through videos and digital
modules outside the classroom, while class time was used for writing practice, discussion, and feedback. The
data were analyzed using SPSS version 29.00, with a Paired Sample T-test employed to determine the significance
of the treatment. The results showed a significant improvement in students’ writing scores after the treatment.
The mean score increased from 74.50 (pretest) to 90.25 (posttest), and the significance value (2-tailed) was 0.001,
which is less than 0.05. These findings indicate that the Flipped Classroom approach had a meaningful effect on
enhancing the complexity and accuracy of students’ writing. Therefore, the Flipped Classroom can be considered
an effective pedagogical strategy in EFL writing instruction.
