Flipping Critical Genre-Based Writing Instruction to Enhance EFL Students' Essay Writing and Learning Autonomy

This study examines the effectiveness of the Flipping of Critical Genre-Based Approach (GBA) in enhancing EFL students' essay-writing competence. It explores students' perceptions of its role in fostering their learning autonomy. Using an explanatory sequential mixed-methods design, the study involved 60 fourth-semester English Department students in two intact classes. The control group was taught through Standard GBA. In contrast, the experimental group was taught through the Flipping of Critical GBA, in which the early stages were delivered online, and a genre analysis stage was added in class. Quantitative data were collected through pre- and post-tests of essay writing and analyzed using t-tests, while qualitative data from focus group interviews were analyzed thematically. Both groups improved significantly, but the experimental group gained more and outperformed the control group on the post-test (77.83 vs. 72.33, p < .001). Most students perceived the approach as fostering their learning autonomy, and many also reported stronger motivation and self-efficacy. Flipping Critical GBA can therefore serve as an alternative method for teaching essay writing, provided teachers anticipate challenges related to internet connectivity, digital competence, self-regulated learning, and workload. Future research should involve participants from several universities and use a wider range of qualitative techniques.