ABSTRACT This study explored the potential of integrating the flipped classroom approach with English for Specific Purposes (ESP) genre‐based pedagogy for teaching research article (RA) writing to Chinese graduate students. Specifically, out‐of‐class activities included completing learning tasks in prepared instructional materials, discussing task responses with group members, and revising and consolidating task responses. In the flipped sessions, students delivered presentations, evaluated peers’ presentations, and engaged in group discussions. Drawing on semi‐structured interviews, pre‐ and post‐instruction questionnaires, and students’ task response summaries, we examined the effects and students’ perceptions of the instruction. Results showed that the flipped, ESP genre‐based instruction in RA writing was instrumental in developing students’ RA‐specific knowledge, genre awareness, and awareness of disciplinary variation. Overall, the students expressed positive attitudes toward the flipped design. Based on our findings, we discussed implications for academic writing instruction.
Kang et al. (Wed,) studied this question.