http://wjel.sciedupress.com World Journal of English Language Vol. 13, No. 5; 2023 Published by Sciedu Press 468 ISSN 1925-0703 E-ISSN 1925-0711 Flipped Classroom: An Effective Methodology to Improve Writing Skills of EFL Students Taj Mohammad 1 , & Soada Idris Khan 2 1 Associate Professor (English) at Najran University, Saudi Arabia 2 Assistant Professor (English) at Najran University, Saudi Arabia Correspondence: Soada Idris Khan, Assistant Professor (English) at Najran University, Saudi Arabia. Received: January 15, 2023 Accepted: February 26, 2023 Online Published: March 3, 2023 doi:10.5430/wjel.v13n5p468 URL: https://doi.org/10.5430/wjel.v13n5p468 Abstract This study proposes a flipped classroom methodology in the context of a group pre/post-quasi-experimental study to improve the writing skills of EFL students, with a particular emphasis on writing topic sentences, supporting sentences, concluding sentences, adjectives, adverbs, and sentence structures correctly. The research sample consisted of 25 EFL (English as a Foreign Language) students studying the course titled ―Technical Report Writing,‖ adopting flipped classroom methodology. The effectiveness of students' writing skills before and after the experiment was evaluated by researchers through pre- and post-experimental exams. Results for the post-test were influenced by the dependent-sample t-test. It was determined that the flipped classroom remarkably improved EFL students' writing abilities. Other EFL teaching and learning challenges may be addressed through implications with the additional study into flipped classroom approaches. Keywords: dramatic improvement, EFL students, flipped classroom, writing concerns 1. Introduction Flipped classrooms are an emerging approach in which teaching (theoretical part) takes place at home using technology and practice, and assignment creation takes place in the classroom with teachers and other classmates (Lage, Platt, & Treglia, 2000). Teachers provide students in class with active support in writing paragraphs, solving writing problems, and dealing with the technical aspects of writing. Through the use of classroom games and activities, flipped classrooms encourage student participation in group discussions and problem-solving. (Triantafyllou & Timcenko, 2014). Therefore, the flipped model is an embodiment of active learning (Hamdan, McKnight, McKnight, & Arfstrom, 2013). Flipped learning is a model that views students as active participants in planning their own education (Albert & Beatty, 2014). Students in an EFL situation, especially in KSA, face several challenges in writing classes. EFL and ESL primarily focus on improving the writing skills of students taking 151 Technical Writing Course. The course title itself predicts that it involves complex and multidimensional tasks such as formulating a concept, drafting, revising the write-up, and rectifying mistakes (Richards & Renandya, 2002). It is commonly acknowledged that several EFL students find writing to be a difficult task (Soltanpour & Valizadeh, 2018). Moreover, writing paragraphs is the most crucial task in a technical writing class. It tests the cognitive abilities of the writer because it requires thinking, language skills, and a trained memory (Kellogg, 2001). The cognizance of perceptions related to writing, such as topic sentences, supporting sentences, concluding sentences, and using adverbs, adjectives, and sentence structure correctly results in writing better paragraphs. Additionally, authors have to review and edit multiple times what they write, making writing an intimidating task. Writing paragraphs that satisfy one of the objectives of the technical writing course is difficult for EFL students in Saudi Arabia. A paragraph in itself is a combination of many components like a topic sentence, supporting sentences, concluding sentences, various grammatical components, etc. Due to the fact that it enables adequate assessment of many variables, paragraph writing is necessary for technical writing courses. It is also concerning because, despite this, students rarely receive higher grades in technical writing courses. Researchers contend that traditional teaching techniques, a lack of student enthusiasm, a lack of time for practice in class, and a lack of awareness of the value of English as a global language for oral and written communication are the main causes of this issue. To help students become adept writers and improve their writing skills, several EFL teachers consider creative ways to improve their English writing skills. One such example is flipped teaching/learning which has lately gained popularity as an innovative way to make better use of classroom time, interact and engage in active learning (Adnan, 2017). Blended learning is compliant with the flipped model. According to Staker and Horn (2012), blended learning is an interactive process in which students gain knowledge from both online resources and traditional textbooks. As part of the flipped classroom format, teachers share videos of their lessons with students. Students can watch the video at home and understand the theoretical part. It provides students with the freedom to watch the video over and over again until they develop a good understanding of the respective concepts. Students then attempt the exercises in class with their classmates (as part of collaborative learning) and teachers assist them in facing challenges while writing topic sentences, supporting