The Impact of a Practical Flipped Process-Genre Writing Model on Moroccan EFL High School Students’ Writing Performance

In Moroccan Secondary schools, writing presents cognitive and linguistic demands, which makes Moroccan students struggle with generating ideas, organizing texts, maintaining coherence and cohesion and applying grammatical conventions accurately. Among the prescribed tasks in the Second Baccalaureate syllabus is report writing. This genre is particularly challenging, as students need to produce a well-organized report on school events organized by educational authorities (e.g. seminars on pandemics, environmental issues, etc.). Although both the flipped classroom and the process-genre pedagogy have shown potential for enhancing students’ writing performance, limited experimental studies have investigated the effectiveness of integrating the two approaches. Addressing this gap is crucial to identifying the effectiveness of this new flipped model. Therefore, this study aimed to investigate the impact of a flipped process-genre writing model on Moroccan EFL high school students’ writing performance and to explore students’ perceptions of the model. A quantitative quasi-experimental pretest-posttest design was employed over four weeks with four intact Grade 12 classes from Al Mansour Addahbi Secondary School in Sidi Kacem, Morocco. Two classes were assigned to the control group (n = 78), which received non-flipped instruction, and two classes to the experimental group (n = 78), which was taught using the flipped model. Data were collected through pretest-posttest assessments measuring students’ performance in report writing and a 37-item five-point Likert-scale questionnaire exploring students’ perceptions. Descriptive statistics, ANCOVA, reliability analysis, and Spearman’s rank order correlations were used. The findings revealed that students in the experimental group significantly outperformed their control counterparts in report writing. Furthermore, most participants expressed positive perceptions of the flipped model. The findings suggest that this new flipped writing model is effective in enhancing EFL students’ writing performance and promoting positive attitudes towards writing instruction. The study stresses the pedagogical value of incorporating the process-genre pedagogy into the flipped classroom and provides empirical evidence supporting its implementation in Moroccan secondary school EFL contexts.

flipped classroom, process-genre pedagogy, EFL writing, quantitative research

1. 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 [Google Scholar] [Crossref]

2. Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242. https://doi.org/10.17507/jltr.0902.03 [Google Scholar] [Crossref]

3. Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement, and satisfaction. Journal of Education and Practice, 7(9), 108-121. https://doi.org/10.5539/elt.v7n9p108 [Google Scholar] [Crossref]

4. Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153 [Google Scholar] [Crossref]

5. Başal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. https://doi.org/10.17718/tojde.72185 [Google Scholar] [Crossref]

6. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. [Google Scholar] [Crossref]

7. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment,Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5 [Google Scholar] [Crossref]

8. Bloom, B. S. (1968). Learning for mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1 [Google Scholar] [Crossref]

9. Cabi, E. (2018). The impact of the flipped classroom model on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3482 [Google Scholar] [Crossref]

10. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. [Google Scholar] [Crossref]

11. Ekmekci, E. (2017). The Flipped Writing Classroom in Turkish EFL Context: A Comparative Study on a New Model. Turkish Online Journal of Distance Education (TOJDE),1 8(2), 193-206. [Google Scholar] [Crossref]

12. Elfatah, M. & Ahmed, A. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 14 (2), 98-114. [Google Scholar] [Crossref]

13. El Garras, H. (2021). To what extent can flipped learning improve EFL learners' speaking and writing skills in online education? Revue Linguistique et Référentiels Interculturels, 2(2), 17 pages. Retrieved from https://revues.imist.ma/index.php/LIRI/article/view/29065 [Google Scholar] [Crossref]

14. Eliwarti, E., & Maarof, N. (2016). The effects of types of writing approaches on EFL students’ writing performance. Studies in English Language and Teaching, 11(June), 112-119. https://doi.org/10.24071/selt.v11i1.6692 [Google Scholar] [Crossref]

15. Elkhayma, R. (2020). Moroccan students’ writing difficulties: Problems of cohesion and coherence. Kenitra as a case study. International Journal for Innovation Education and Research, 8(1), 9-24. https://doi.org/10.31686/ijier.vol8.iss1.1537 [Google Scholar] [Crossref]

16. Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia - Social and Behavioral Sciences, 206, 205–209. https://doi.org/10.1016/j.sbspro.2015.10.006 [Google Scholar] [Crossref]

17. Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education and Social Sciences, 4, 81-92. [Google Scholar] [Crossref]

18. https://doi.org/10.20547/jess0421604201 [Google Scholar] [Crossref]

19. Feez, S. (1999). Text-based syllabus design. National Centre for English Language Teaching and Research. [Google Scholar] [Crossref]

20. Flipped Learning Network (2014). The four pillars of F-L-I-P. Retrieved from http://www.flippedlearning. org/definition [Google Scholar] [Crossref]

21. Gupitasari, H. (2014). THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER. Journal of English and Education, 1(1), 89-95. Retrieved from https://ejournal.upi.edu/index.php/L-E/article/view/332 [Google Scholar] [Crossref]

22. Guo, Y. (2005). A Process-Genre Model for Teaching Writing.Conference Paper. English Teaching Forum, 43, 18-26. [Google Scholar] [Crossref]

23. Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. https://doi.org/10.1016/j.chb.2016.01.032 [Google Scholar] [Crossref]

24. Herreid, C. F., & Schiller, N. A. (2013). Case Study: Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62–66. https://doi.org/10.2505/4/jcst13_042_05_62 her [Google Scholar] [Crossref]

25. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005 [Google Scholar] [Crossref]

26. Kamaludeen Samaila, Hosam Al-Samarraie, Chau Kien Tsong & Ahmed Ibrahim Alzahrani (2025) A new guided flipped learning model for lifelong learning, Interactive Learning Environments, 33(3), 2509-2523, DOI: 10.1080/10494820.2024.2412063 [Google Scholar] [Crossref]

27. Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103. https://doi.org/10.7575/aiac.alls.v.8n.1p.95 [Google Scholar] [Crossref]

28. Khartite, B., Nadif, B., & Benfilali, I. (2021). Investigating the persuasive writing performance of Moroccan advanced EFL students: Is it a problem of “language” or ‘reasoning” acquisition device? International Journal of Linguistics, Literature and Translation, 4(5), 77-82. https://doi.org/10.32996/ijllt.2021.4.5.6 [Google Scholar] [Crossref]

29. Kheryadi, K., Suseno, M., & Lustyantie, N. (2024). Flipped classroom with collaborative learning approach in enhancing writing skills of Indonesian university students. International Journal of Evaluation and Research in Education (IJERE), 13(1), 407-413. https://doi.org/10.11591/ijere.v13i1.25269 [Google Scholar] [Crossref]

30. Kitajroonchai, N., Kitjaroonchai, T., & Sanitchai, P. (2022). The effects of process genre-based writing and process writing approaches on Asian EFL pre-university students’ writing performance. Journal of Language Teaching and Research, 13(4), 860-871. https://doi.org/10.17507/jltr.1304.19 [Google Scholar] [Crossref]

31. Murillo, F. J., & Martínez-Garrido, C. (2012). Homework Influence on academic performance. A study of Iberoamerican students of Primary Education. Journal of Psychodidactics, 18(1), 157-171. https://doi.org/10.1387/revpsicodidact.6156 [Google Scholar] [Crossref]

32. Putra, M. A. (2021). The use of flipped classroom in teaching writing: An experimental study. In Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020) (pp. 289-294.Doi:10.2991/assehr.k.220305.023 [Google Scholar] [Crossref]

33. Sengul, F., Bostanci, H. B., & Kurt, M. (2022). Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1009800 [Google Scholar] [Crossref]

34. Samaila, K., & Al-Samarraie, H. (2023). Reinventing teaching pedagogy: The benefits of quiz-enhanced flipped classroom model on students’ learning outcomes and engagement. Journal of Applied Research in Higher Education, 16(4), 1214–1227. https://doi.org/10.1108/JARHE-04-2023-0173 [Google Scholar] [Crossref]

35. Smith, T. E., Rama, P. S., & Helms, J. R. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73-83. https://doi.org/10.1016/j.tsc.2018.02.010 [Google Scholar] [Crossref]

36. Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the Potential of Flipped Classroom in ESL Teaching. International Journal of Emerging Technologies in Learning (iJET), 11(03), pp. 71-73. https://doi.org/10.3991/ijet.v11i03.5309 [Google Scholar] [Crossref]

37. Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60-70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge [Google Scholar] [Crossref]

38. Onodipe, G., & Ayadi, M. F. (2020). Using smartphones for formative assessment in the flipped classroom. Journal of Instructional Pedagogies, 23, Article 23. https://eric.ed.gov/?id=EJ1241944 [Google Scholar] [Crossref]

39. Sherralyn, C., & Pudin, J. (2017). Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students. Indonesian Journal of English Language Teaching and Applied Linguistics, 2 (1), 51-64. DOI: 10.21093/ijeltal.v2i1.47 [Google Scholar] [Crossref]

40. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860 [Google Scholar] [Crossref]

41. Soltanpour, F., & Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13. https://doi.org/10.7575/aiac.alls.v.9n.1p.5 [Google Scholar] [Crossref]

42. Subramaniam, S. R., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24(3), 355–372. https://doi.org/10.1007/s10758-017-9343-y [Google Scholar] [Crossref]

43. 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. DOI:10.31940/soshum.v10i1.1634 [Google Scholar] [Crossref]

44. Tutancu, S., & Aksu, M. (2018). The impact of flipped classroom on pre-service [Google Scholar] [Crossref]

45. teachers’ academic achievement and attitudes toward English language teaching. [Google Scholar] [Crossref]

46. Journal of Language and Linguistic Studies, 14 (1), 1-16.https://www.jlls.org/index.php/jlls/article/view/683 [Google Scholar] [Crossref]

47. Truong H. M. (2022). Impacts of Process-Genre Approach on EFL Sophomores’ Writing Performance, Writing Self-Efficacy, Writing Autonomy. Journal of Language and Education, 8(1), 181-195. https://doi.org/10.17323/jle.2022.12165 [Google Scholar] [Crossref]

48. Yan, G. (2005). A Process genre model for teaching writing. English Teaching Forum, 43(3), 18-26. [Google Scholar] [Crossref]

• Employee Training Efficacy in Banking Sector
• Multidimensional Predictors of University Students’ Examination Performance: A Quantitative Analysis of Psychological, Environmental, And Skill-Based Factors
• Digital Learning Innovation: Evaluating the Effectiveness of MOOC and Politicbox in Enhancing Students Understanding
• An Investigation of Group Work through Mcclelland’s Theory
• Challenges Experienced by Secondary School Economics Teachers During the Transition from Face-to-Face Teaching to E-Learning During the COVID-19 Pandemic: Evidence From Rural Schools in Vhembe East District, South Africa