Investigating the Effect of The Flipped Classroom Model on Moroccan EFL Students’ Expository Essay Writing. A Case Study

Abstract

This study explores the impact of the flipped classroom (FC) model on expository essay writing skills among 2nd-year baccalaureate arts students at Abdelmajid Benjeloun High School in Kenitra, Morocco. Utilizing a quasi-experimental pre-test-post-test design with non-equivalent groups, the research involved 60 students divided into an experimental group (n=30) and a control group (n=30). Both groups were matched for academic levels and internet access. The experimental group received instruction via the FC model, while the control group followed a typical process writing approach. Pre- and post-tests, scored on criteria adapted from The National Baccalaureate Exam Specifications, assessed performance. Data analysis using SPSS 19 revealed significant improvements in the experimental group's writing skills, as evidenced by higher post-test scores and a Mann-Whitney U test indicating statistical significance (p=0.042) with a small to medium effect size (r=0.262). These findings suggest the FC model's effectiveness in enhancing writing skills and offer valuable insights for educational practices in similar contexts.