The Effect of Flipped Learning on English Writing Performance and Self-Efficacy of Iranian Medical Students

The current study investigates the effect of flipped instruction on writing self-efficacy and writing performance of Medical students at Shiraz University of Medical Sciences. Fifty students participated in this experimental study. They were assigned as the treatment group consisted of 25 students and the control group 25 students. The control group (the non-flipped classroom) was taught using traditional writing instruction, whereas the experimental group (the flipped classroom) was taught in a flipped learning mode. The questionnaire used in this study was adapted from Prickel’s research (1994) and was scored based on the Likert scale for the writing self-efficacy. The data were gathered in a Pretest-Treatment-Posttest design. The results revealed that flipped instruction had a more positive effect on improvement of both writing self-efficacy and writing performance of the learners compared to those instructed traditionally. The results in this study extended the view point of EFL teachers to understand novel methods of instruction.