| Summary: | The flipped classroom model, which aims to foster learners' prior knowledge through online or offline platforms outside of class, thereby reserving in-class time for more interactive and collaborative learning, represents a significant pedagogical advancement, particularly in tertiary education especially during and post-pandemic. Despite extensive research into the efficacy of flipped learning in enhancing proficiency among English as a Second Language (ESL) learners across various domains, few studies have specifically addressed the enhancement of writing skills among low-proficiency ESL pre-university students through product-genre based flipped learning. Therefore, this study seeks to evaluate the impact of a product-genre based flipped classroom on academic writing (process writing) performance among low-proficiency ESL students, and to develop a tailored flipped learning framework for ESL students at the pre-university level. Using an experimental design, the study compared traditional writing instruction in a control group with flipped classroom methods in an experimental group. Quantitative analysis yielded two significant findings: firstly, students' writing performance showed a marked improvement from pre-test to post-test when using the flipped classroom model; secondly, a positive correlation emerged between product-genre based flipped learning and writing performance. This study enriches the literature by providing empirical evidence of how product-genre based flipped learning can enhance writing skills among low-proficiency ESL students. It also introduces a novel flipped writing framework tailored specifically for ESL pre-university students, offering educators a valuable resource for designing effective writing activities in this educational context.
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