THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON FOREIGN LANGUAGE LEARNERS' WRITING SKILLS IN HIGHER EDUCATION

The flipped classroom model has emerged as one of the most promising pedagogical innovations in contemporary English language teaching. By shifting instructional content to the pre-class phase and reserving face-to-face sessions for active, application-oriented learning tasks, the model restructures classroom time in ways that closely align with current theories of language acquisition, learner autonomy, and process-oriented writing instruction. This paper examines the theoretical foundations of the flipped classroom model and its practical application to the development of writing skills among English language learners in higher education. Drawing on established frameworks from cognitive load theory, constructivism, and self-regulated learning, it argues that the flipped classroom approach provides a principled and replicable method for addressing persistent challenges in university-level writing instruction. A detailed 80-minute sample lesson plan is included to illustrate how the model’s principles can be operationalised in a concrete classroom context. The paper concludes with pedagogical recommendations for instructors seeking to implement flipped approaches within their institutional settings.