Valizadeh, Mohammadreza2021-06-022021-06-022021https://hdl.handle.net/20.500.12695/1068This experimental study, using a pre-test-intervention-post-test design, aimed to explore the effect of semi-flipped instruction on the grammatical competence and writing skill of basic users of English, who were also considered as low achievers among their classmates, based on the teachers’ opinions, criteria of the institute as well as Common European Framework of Reference for languages. The participants were 53 Iranian students, who were assigned to two groups: the flipped and non-flipped. Each group received ten sessions of intervention. First, whether there was any significant difference between the two groups in terms of their grammatical competence and writing skill was investigated. The flipped group significantly outperformed the non-flipped one. Next, whether the non-flipped intervention caused any significant change in the grammatical competence and writing skill of the non-flipped participants was examined, and significant changes were found. The superiority of the flipped pedagogy can be attributed to the process of actively engaging the students in their learning in addition to including various techniques, such as collaborative writing, in-class teacher-learner interaction and negotiation as well as the video screen-casting, because it is argued that the essential point in flipped instruction is how the instructors best utilize in-class-time with the learners.eninfo:eu-repo/semantics/openAccessBasic users of EnglishEFLEnglish as a Foreign Language LearnersFlipped pedagogyGrammatical competenceWriting skillConference Object