Moroccan EFL High School Students’ Perceptions of a Flipped Process-Genre Writing Model

This study aims to explore Moroccan EFL high school students’ perceptions of a flipped process-genre writing model based on the conceptual framework proposed by Eladraoui and Sakale (2025), focusing on learner autonomy and pre-class preparation, engagement, perceived effectiveness, and perceived challenges. A quantitative descriptive research design was employed. Forty-two second baccalaureate students from AlMansour Eddahbi High School voluntarily participated in a four-week implementation consisting of one-hour sessions per week conducted outside their regular school timetable during the first semester of the 2025-2026 academic year. In the pre-class phase, instructional input was delivered through the online platform TopWorksheets , while in-class time was devoted to higher order writing activities. Data was collected using a five-point Likert scale questionnaire and analysed using descriptive statistics. The results revealed strong learner support of the approach, particularly in terms of learner autonomy, perceived engagement, and perceived effectiveness. However, few students reported some challenges related to technology, motivation, and adaptation. This study contributes exploratory on its acceptability and feasibility of the flipped process-genre writing model in Moroccan EFL secondary education, emphasising learner perceptions rather than performance outcomes.

EFL writing, flipped classroom, process-genre approach, social constructivism, Morocco

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