The Effectiveness of a Practical Flipped Process-Genre Model in Enhancing Informal Email Writing: A Moroccan High School Context

Abstract

The aim of this study is to investigate the effectiveness of a practical flipped writing classroom, integrating the process genre approach, on Moroccan high school students’ informal email writing performance. To achieve this, a quasi-experimental pre-post-test design was used with 156 EFL learners who were divided into an experimental and control group. During the four-week study, the control group students were taught in a traditional non-flipped writing classroom, while the experimental group students were taught through a flipped model incorporating the process-genre approach. The quantitative data were analysed using ANCOVA to control for the covariate. The results revealed that the experimental group’s writing performance in informal email writing was higher compared to the control group, which underscores the role of the flipped process-genre approach in enhancing writing proficiency in EFL contexts.