Université d'Oran 2 Mohamed Ben Ahmed Faculté des Langues Etrangères Laboratoire de Recherche ‘Traduction et Méthodologie’ www.univ-oran2.dz INTERNATIONAL SYMPOSIUM Languages, Employability and Higher Education Context (s), Benchmarking and Professional Practices 23-25/04/ 2017 The Use of the Flipped Classroom in EFL Writing Classroom Miloud Bouchefra Ph.D. in English language Didactics Sidi Bel Abbes University, Algeria miloud.bouchefra@gmail.com Abstract Since its emergence back in 2007, the Flipped Classroom became a buzz word that took the world of education by storm. However, as STEM associated disciplines made fair advances in the incorporation of this blended learning model especially at K12 level, language education still has quite a long way to go in order to catch up with the flow. Therefore, the current study is an endeavour to incorporate the Flipped Classroom into the writing class through adapting an eclectic writing instruction framework proposed by Bouchefra (2015). The analysis of students’ grades as well as group interviews proved the positive impact of the Flipped Classroom incorporation on students’ achievement, quality of their compositions as well as their perception of the subject. Still, the study also pinpoints a number of drawbacks that need to be taken into consideration by teachers willing to apply the proposed instructional method in the future. Introduction Writing is one of the hardest skills to teach and learn (Walters, 1987-MAthesis) as it requires simultaneous control over a number of subskills involved in the process of composition making it a tricky task even for native speakers (Nunan, 1999). The fact that composition is a process makes