Virtual Booth

The significance of this research resides in its potential to promote the adoption of the flipped classroom model as a means to support Chinese EFL undergraduates. Chinese EFL students frequently display a tendency toward passivity during classroom activities, despite their active note-taking. They often accept instructors' viewpoints without engaging in critical thinking or evaluative analysis. In such a context, it becomes increasingly difficult for Chinese learners to produce high-quality written work or achieve proficiency in English. Consequently, educators in higher education institutions must transcend traditional teaching paradigms and develop innovative learning approaches that foster incremental improvement in English writing skills among their students.