the effect of teaching grammar through flipped instruction on efl learners’ expository writing

The current research aimed to explore how teaching grammar via flipped instruction impacts the expository writing of iranian efl learners. for this purpose, 64 out of 75 iranian male efl learners were chosen as the study sample by administering the oxford placement test (opt). the intermediate-level participants who were selected were randomly divided into an experimental group and a control group. subsequently, both groups underwent a pretest in english composition writing. the learners in the experimental group were tasked with watching and studying materials related to the target instruction through whatsapp messenger prior to attending class. the control group received grammatical instruction through the same textbook, supplemented by viewing relevant video clips or listening to audio recordings in class using traditional teaching methods. after 14 sessions of instruction, both groups were given a posttest. the findings from the mann-whitney u test comparing the writing scores revealed a statistically significant difference between the control and experimental groups, with the experimental group performing better. consequently, it is recommended that efl teachers implement flipped instruction for grammar teaching, as it creates a dynamic and interactive learning environment that overcomes the constraints of time and space.