This study aimed to investigate the impact of flipped learning-based writing on the writing skills and writing self-efficacy of international students learning Turkish as a foreign language. To accomplish this, the study employed a quasi-experimental research design with a pre-test–post-test control model, which is a quantitative research approach. The study group consisted of 28 international students enrolled in the language teaching center of a state university during the 2021-2022 academic year. To constitute the experimental and control groups, a writing skill assessment was administered initially to ensure that both groups had comparable writing skills. Data for the study were collected using the “B1 Writing Test,” the “B1 Level Writing Skill Rubric for Turkish as a Foreign Language Learners,” and the “Writing Skill Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language” in both the pre-test and post-test stages. For the data analysis, we employed dependent-sample t-tests and ANOVA tests for complex measures. The research findings revealed a statistically significant increase in writing achievement and perceptions of writing self-efficacy among students in the experimental group, where writing instruction was based on flipped learning. Moreover, a statistically significant difference was found in favor of the experimental group in the dimensions of organization and content, language and expression, and vocabulary, which are sub-dimensions of writing skill, and in the dimension of expression and form of self-efficacy perception. However, no statistically significant differences were observed between the pre-test and post-test scores of the experimental and control groups in the spelling and grammar dimensions of writing skills and the use of the grammar rules dimension within writing self-efficacy perception.
Foreign language education, Turkish education, writing skill, flipped learning, self-efficacy in writing