PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH MOHAMMED EL BACHIR EL IBRAHIMI UNIVERSITY BORDJ BOU ARRERIDJ FACULTY OF LETTERS AND LANGUAGES DEPARTMENT OF ENGLISH A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in the Didactics of English TIT LE Exploring the Role of Flipped Classroom Model in Assessing Writing Skills: Case of EFL Students of First-year Master’s Degree at Mohammed El Bachir El Ibrahimi University, Bordj Bou Arreridj By: Feriel Mechta Supervisor: Dr Amira Bouflih Meriem Dahou Board of Examiners President Dr Fatima Douadi Supervisor Dr Amira Bouflih Examiner Dr Afaf Djiti Academic Year: 2024/2025 2 Dedication 1 There are no words grand enough to thank those who have sacrificed everything to make me what I am and gave me the opportunity to reach this honorable success. I dedicate my humble work to my father, mother, sisters, brothers, grammas and all the caring family whose payers made me strong enough to achieve .You were always nearby loving and inspiring me,I will never say this enough but thank you To the purest hearts that were opened with love and encouragement To my best friends of college and childhood. Feriel. M 3 Dedication 2 There are no words grand enough to thank those who have supported, guided, and believed in me throughout this journey. I dedicate this humble work to my beloved father, mother, sisters, and brothers -your love, prayers, and unwavering support have been the backbone of my strength. Thank you for always standing by me. To my dear husband, your patience, encouragement, and faith in me have been my greatest motivation. Your love gave me the courage to keep going, and I am forever grateful. To our two precious sons, you are my inspiration and my joy -I hope this achievement one day makes you proud. I also extend my heartfelt appreciation to my university teachers. Your guidance, knowledge, and dedication have left a lasting impact on me, and this success would not have been possible without your support. To my closest friends from college, especially Feriel, thank you for your love, and constant encouragement. You will always have a special place in my heart. Meriem. D 4 Acknowledgments First, we thank Allah the Almighty for granting us the strength, patience, and perseverance to complete this work. We would like to express our deepest gratitude to our supervisor, Dr. Amira Bouflih, for her continuous guidance, valuable feedback, and encouragement throughout this dissertation. Her critical insight and constant support were essential in shaping the direction and depth of this research. Our sincere thanks go to the teachers and students of Mohammed El Bachir El Ibrahimi University, Bordj Bou Arreridj, who generously participated in this study and contributed their time and honest perspectives. Their cooperation was fundamental to the success of this research. We are also grateful to our families and friends for their love, understanding, and motivation during challenging times. Special thanks to our parents, whose sacrifices and belief in us have been the foundation of our achievements. Finally, we extend heartfelt appreciation to everyone who contributed, directly or indirectly, to the realization of this work. 5 Abstract Despite the extensive research on Blended Learning, The Flipped Classroom Model remains relatively understudied, particularly in the context of writing Instruction. This study aims to explore the role of the Flipped Classroom Model (FCM) in assessing writing skills among First- year Master EFL students at Mohammed El Bachir El Ibrahimi University, Bordj Bou Arreridj. The study employed a convergent parallel design. Quantitative data were collected from thirty-five students via a questionnaire, while qualitative insights were obtained through structured interview with nine university educators. The research explores perceptions and challenges, and proposes recommendations to improve the implementation of this model in assessing writing within the Algerian higher education context. The students’ responses revealed generally positive perceptions of the FCM. They found it engaging and motivational, with a strong preference for personalized and continuous feedback. Majority of teachers emphasized that FCM promotes learner engagement, autonomy and process-based assessment practices. However, several challenges were reported, including insufficient digital infrastructure, lack of professional training and limited time allocated for current curriculum structures. These barriers hinder the effective implementation of the model. The findings highlighted the need for institutional support including professional development, improved technological resources, flexible scheduling to facilitate the integration of flipped learning in writing assessment. These recommendations aim to create more supportive and effective learning environment for EFL students in Algerian universities. Keywords: Blended learning, flipped classroom, writing skills, writing assessment, efl, feedback, learner autonomy, engagement, algeria 6 List of Table Chapter One: Literature Review Table 1.1. The Role of Instructor and Student ......................................................................... 35 Table 1.2.Class Time in Flipped Classroom ............................................................................ 42 Table 1.3.Comparison between Teacher-Centered and Student-Centered Instruction by ....... 44 Chapter Two: Research Methodology Table 2.1. Students’ Profiles (Age, years of studying)………………………………………………...59 Table 2.2. Student Distribution by Years of English Study ..................................................... 60 Table 2.3. Example of coding teachers' interview ................................................................... 71 Table 2.4.Example from these generated from teachers' interview ......................................... 72 Table 2.5. Example of the Themes and Their Definitions ....................................................... 72 Chapter Three: Data Analysis and Interpretation Table 3.1. Student Responses Regarding Familiarity with the Flipped Classroom Model frequency .................................................................................................................................................. 81 Table 3.2. Students Feeling towards Flipped Learning Experience ......................................... 82 Table 3.3. Pre-class and In-class Statements ............................................................................ 84 Table 3.4. Writing Skill Assessment Frequency ...................................................................... 85 Table 3.5. Writing Features Students Report Being Assessed On ........................................... 87 Table 3.6. Student Specifications for Writing Assessment Priorities. ..................................... 88 Table 3.7. Frequency of Online Quizzes and Assignments (N = 35) ....................................... 89 Table 3.8. Students’ Emotional Responses to Writing Assessment (N = 35) .......................... 91 Table 3.9. AI tools frequency ................................................................................................... 92 Table 3.10. Additional AI tools mentioned by respondents ..................................................... 94 7 Table 3.11. Thematic Analysis of Students’ Responses on Additional AI Tools Used for Writing Support ..................................................................................................................................... 94 Table 3.12. AI Assistance Use Frequency ............................................................................... 95 Table 3.13. Integrated Analysis of Student Perceptions of AI Writing Assistants across Writing Aspects ..................................................................................................................................... 96 Table 3.14. Student Agreement with Statements on the Use of AI Tools in Writing .............. 98 Table 3.15.Students’ Perceptions of the Impact of Pre-class Materials and AI Tools on Writing Skills ....................................................................................................................................... 100 Table 3.16.Student Explanation Regarding the Usefulness of Pre-Class Materials and AI Tools ................................................................................................................................................ 101 Table 3.17. Student Suggestions for Improving Writing Instruction and Feedback .............. 103 8 List of Figures Chapter Two: Research Methodology Figure 2.1. Research Design .................................................................................................... 56 figure 2.2. Distribution of Student by Years of English Stud…………..……………………...………54 Figure 2.3.Thematic analysis steps (adapted from Braun &Clarke,2012, 2017; Creswell, 2008; Maguire & Delahunt, 2017). .................................................................................................... 70 Chapter Three: Data Analysis and Interpretation Figure 3.1. Distribution of students' self-reported familiarity with the flipped classroom mode81 Figure 3.2. Frequency Distribution of Writing Skill Assessment ............................................ 86 Figure 3.3. Frequency distribution of Student Priorities in Writing Quality Features. ............ 87 Figure 3.4. Frequency Distribution of Students’ Engagement in Writing Activities within the Flipped Classroom Model ........................................................................................................ 90 Figure 3.5. Proportional Use of AI Tools for Writing Support among Master-One English Students .................................................................................................................................................. 93 Figure 3.6. Distribution of Students’ Use of AI Assistant in their Writing ............................. 95 Figure 3.7. Distribution of the Integrated Analysis of Student Perceptions of AI Writing Assistants across Writing Aspects ............................................................................................................. 97 Figure 3.8. Proportional Students’ Perceptions of the Impact of Pre-class Materials and AI Tools ................................................................................................................................................ 101 9 List of Abbreviations and Acronyms AF: Auto- Feedback AFT: Automated Feedback Tools AI: Artificial Intelligence APA: American Psychological Association AWE: Automated Writing Evaluation BBA: Bordj Bou Arreridj BL: Blended Learning CAF: Computer-Assisted Feedback EFL: English as a Foreign Language FCM: Flipped Classroom Model ICT: Information and Communication Technology PCP: Pre-Class Preparation SPSS: Statistical Package for the Social Sciences WA: Writing Assessment WS: Writing Skills 10 Table of Contents Dedication 1 2 Dedication 2 3 Acknowledgments 4 Abstract 5 List of Tables 6 List of Figures 8 List of Abbreviations and Acronyms 9 Table of Content 10 General Introduction 17 Background of the Study 18 Statement of the Problem 20 Research Questions 23 Objectives of the Study 23 Significance of the Study 24 An overview of the methodology 25 Definitions of Key Terms 26 Organization of the dissertation 28 Chapter One: Literature Review 29 11 Section One: Writing Skills in the English as a Foreign Language Context 29 Introduction 30 Definition of Writing 30 Writing as a SkilL 31 Writing Sub-Skills 31 Grammar and Mechanics. 32 Organization and Structure. 32 Vocabulary and Word Choice. 33 Critical Thinking and Analysis. 33 Approaches to Teaching Writing Skills in English as a Foreign Language Context 33 Definition of Teaching Approach 34 In-Class Approaches 34 Online Approaches 35 Assessing Writing Skills in English as a Foreign Language Context 35 Definition of Assessment 36 Significance of Assessment in the Teaching Operation 36 Principles for Assessing Writing Skills 36 Conclusion 37 Section Two: The Flipped Classroom Model in Teaching English as a Foreign Language 38 12 Definition of the Flipped Classroom Model 38 A Flexible Environment 38 A Learning Culture 38 Intentional Content 39 Professional Educators 39 Flipped Classroom Teaching Methods 39 Active Learning 39 Collaboration and Peer Instruction 39 Priming 40 Flipped Classroom Session Outline 40 Theoretical Phase (pre-class) 40 Practical Phase ( in-class) 41 Designing Learning Materials and Resources 41 Material and Resource Selection or/and Creation 42 Role of the Teacher and Learner in Flipped Classroom Instruction 42 Conclusion 44 Section Three: Enhancing Writing Assessment through the Flipped Classroom Model 45 Assessment Instruction in the Flipped Classroom Model 45 Online Quizzes 45 13 Essay Writing 46 Flipped Assessment Platforms and Apps 46 Google Forms 46 Chatting Apps 47 AI Grammar Tools 47 Feedback Instruction in the Flipped Classroom Model 47 Auto feedback 48 One-on-One Feedback 48 Pre-Class Preparation 48 In-Class Individual Conferences. 48 Post-Class Reflection. 48 Research Gap 49 Conclusion 50 Chapter Two: Research Methodology 51 Introduction …………………………………………………………… … ………..52 Research Paradigm …………………………………………………………… . ………52 Research Approach 53 Research Design 54 Research Settings 55 14 Research Questions 56 Sample and Sampling Procedures 57 Student Sample 57 Teachers’ Sample. 60 Data Collection Procedures 60 Instrumentations 62 Preliminary Tools 62 Piloting the Research Instruments 63 Research Instruments 64 Students’ Questionnaire 65 Teachers’ Structured Interview 67 Complementary of Instruments………………………… ……………… ………….67 Data Analysis Procedures 68 Students' Questionnaire Analysis.………………………….……… …………………..68 Quantitative Analysis. 68 Qualitative Analysis of Open-Ended Items. 68 Teachers’Structured Interview 69 Integrating the Findings 72 Issues of Trustworthiness and Ethical Considerations ………………… ……… … .……72 15 Trustworthiness of the Qualitative Data 72 Validity and Reliability of the Quantitative Data 73 Ethical Considerations 74 Limitations and Delimitations 75 Limitations 75 Delimitations 76 Conclusion 76 Chapter Three: Data Analysis and Interpretations.. 78 Introduction 79 Results and findings 79 Questionnaire’s Results 79 Structured Interviews’ Findings 104 Thematic Analysis of Teachers' Interview 104 Correlational Interpretation of Quantitative and Qualitative Findings 112 Discussion of the Findings 114 Students’ Perceptions towards the Flipped Classroom in Writing Assessment 114 Teachers’ Perceptions towards the Flipped Classroom Model 117 The Teachers' Implementation of the Flipped Classroom Model in Writing Instruction 118 In-Class Active Learning and Time Management in Flipped Writing Instruction 120 16 Encountered Challenges and Recommended Suggestions in Implementing the Flipped Classroom Model in Assessing Writing 121 Implications 123 Recommendations for Future Research 123 Conclusion 124 General Conclusion 126 References 128 Appendices 134 Appendix A: Preliminary Students Questionnaire 134 Appendix B: Students’ Questionnaire 136 Appendix C: Informal Teacher's Interview 141 Appendix D:Teachers’ Structured Interview 142 Appendix E: Teachers’ Information Sheet and Consent Form 147 Resume .149 151 الملخص Authorisation de Depot de la Bibliotheque d'un Exemplaire du Memoire Master Soutenu 152 153 (Feriel Mechta) نموذج التصريح الشرفي الخاص بالالتزام بقواعد النزاهة العلمية لإنجاز بحث 154 (Meriem Dahou) نموذج التصريح الشرفي الخاص بالالتزام بقواعد النزاهة العلمية لإنجاز بحث 17 GENERAL INTRODUCTION Background of the Study Writing is widely recognized as one of the most cognitively and linguistically demanding skills for learners of English as a Foreign Language (EFL). It involves not only grammatical accuracy and lexical range but also discourse-level competencies such as coherence, cohesion, rhetorical awareness, and the ability to communicate effectively with a specific audience (Hyland, 2003). These multifaceted demands make writing instruction particularly challenging to implement effectively, especially in non-native English contexts. In Algerian higher education, writing instruction—particularly at the Master’s level—has traditionally relied on teacher-centered, product-oriented models. Such approaches tend to emphasize the final written product rather than the writing process itself, offering little space for iterative drafting, peer review, or dialogic feedback. This concern is not unique to Algeria. In broader EFL contexts, studies have highlighted that overcrowded classes, limited contact hours, and insufficient institutional resources often hinder instructors’ ability to provide sustained, formative feedback (Ferris, 2003; Lee, 2017; Alghasab, Hardman, & Handley, 2019; Nguyen, 2022). Moreover, conventional writing assessment practices in many tertiary-level EFL contexts— especially those focused on academic essays—have been criticized for placing disproportionate emphasis on grammatical correctness over communicative effectiveness or content engagement (Andrade & Cizek, 2010; Lee, 2017). This disconnect between pedagogical goals and assessment methods can result in students producing structurally accurate texts that lack depth, voice, or audience awareness. To bridge this gap, scholars advocate for formative, process-oriented assessment models that support reflection, self-regulation, and sustained writing development (Nicol & Macfarlane-Dick, 2006; Sadler, 1989). 18 The Flipped Classroom Model (FCM), introduced by Bergmann and Sams (2012), aligns with this shift toward more formative, learner-centered writing instruction. By shifting content delivery to pre-class environments—via recorded lectures, reading materials, or online tools—FCM enables in-class time to be used for active engagement, feedback, and revision. Brame (2013) highlights the model’s potential to enhance metacognition and student autonomy. In writing contexts, this structure fosters iterative drafting and collaborative review, both of which are essential for meaningful feedback and writing growth. Research also supports the alignment of FCM with formative assessment principles. Bishop and Verleger (2013) suggest that flipped environments shift cognitive load to higher-order tasks during class. Nicol and Macfarlane-Dick (2006) argue that timely, dialogic feedback—central to the FCM—promotes learner autonomy, clarifies evaluation criteria, and encourages revision- oriented thinking. However, the practical application of FCM to writing assessment—especially in Algerian tertiary education—remains underexplored. Local instructors often face structural challenges such as lack of training, inconsistent digital access, and resistance to pedagogical change (Hung, 2015; Zainuddin & Perera, 2018). Moreover, Algerian students, like their counterparts in other traditionally passive learning cultures, may lack the autonomy and digital readiness to engage fully in pre-class and peer-mediated activities (Chen et al., 2014; Bouzidi, 2021). Simultaneously, the global rise of AI-based writing tools—such as Grammarly, QuillBot, and ChatGPT—has introduced a new dimension to the feedback process. These tools offer automated, real-time suggestions on grammar, coherence, lexical choice, and text organization, and are increasingly used by learners to self-edit their work before or after classroom instruction (El Ebyary & Windeatt, 2010; Alrehily, 2023). While some educators view these tools as helpful complements to human feedback, others question their reliability, pedagogical value, or potential to replace teacher input (Zhang & Zou, 2022). In flipped settings, where learners are expected to 19 engage independently with content and tasks, AI-based feedback may either support or disrupt formative assessment goals, depending on how it is perceived and used by both students and teachers. In Algeria, limited research has been conducted on how such AI tools are integrated—or resisted—within the flipped writing classroom. While a few Master’s theses have examined FCM in relation to vocabulary learning (Annaba) or learner autonomy (Ouargla), little is known about its specific use in writing assessment, particularly at Bordj Bou Arréridj University (BBA). Moreover, there is a clear gap regarding how AI-generated feedback is interpreted and applied in this local context. This study, therefore, explore how the Flipped Classroom Model can be employed to support more formative, process-based approaches to writing assessment in Algerian higher education. It also explores how AI-based feedback tools are perceived as complements -or potential substitutes- for teacher feedback within this instructional model. By grounding the inquiry in both global literature and Algerian classroom realities, this research seeks to inform more context-sensitive, adaptive, and forward-looking practices in EFL writing assessment. Statement of the Problem Writing remains one of the most cognitively demanding skills for EFL learners, especially at the tertiary level, where students are expected to produce coherent, well-organized, and argument-driven academic texts. At Mohammed El Bachir El Ibrahimi University, first-year Master’s students often struggle to meet these expectations. Preliminary data from a pilot questionnaire distributed to 20 of them (see Appendix A) reveal recurring difficulties in coherence, organization, lexical accuracy, and idea development. These challenges are not isolated to postgraduate learners. Similar issues have been observed at the undergraduate level, particularly by the third year, pointing to broader instructional 20 and evaluative shortcomings. Despite multiple years of writing instruction, many students continue to exhibit weak cohesion, paragraph structure, and rhetorical clarity—suggesting potential gaps in both pedagogical approaches and assessment practices. Student responses indicate that writing evaluation is often perceived as overly focused on grammar and form, with limited attention to higher-order features such as idea clarity, argument structure, or audience awareness. Moreover, students report a lack of timely and constructive feedback and uncertainty about grading criteria. This lack of transparency appears to hinder both motivation and academic development. Teachers also face constraints. Informal discussions with nine instructors (see Appendix C) reveal that large class sizes, time limitations, and heavy workloads often prevent the provision of individualized or formative feedback. While some teachers have attempted to integrate digital platforms or pre-class activities, these efforts are fragmented and lack a coherent framework. In response, the Flipped Classroom Model (FCM) has gained attention for its potential to transform writing instruction and assessment. By delivering content before class and using in-class time for active engagement and feedback, FCM may create new opportunities for formative, process-oriented assessment. However, its practical impact on writing assessment in Algerian higher education remains underexplored. Alongside flipped instruction, AI-based feedback tools (e.g., Grammarly, ChatGPT) have emerged as potential supports. These tools can offer immediate feedback on language use, organization, and clarity—particularly in contexts where human feedback is limited. Yet, there is limited evidence on how students and instructors perceive these technologies when integrated into a flipped classroom environment. 21 This study therefore investigates how the FCM is perceived and applied in writing assessment, and explores how AI-based feedback tools are understood as complementary or potentially substitutive supports for teacher feedback. Research Questions This study is guided by the following research questions after identifying the issue that the it aims to address: 1- What are Master-One English students’ perceptions towards the integration of the flipped classroom model in assessing their writing skills? 2- How do English teachers at Mohamed El Bachir El Ibrahimi University integrate the Flipped Classroom model in assessing EFL students’ writing skills? - To what extent can the AI tools facilitate \complement the assessment process within the FC environment? -Are there any challenges that teacher’s face in integrating the flipped classroom model to assess EFL master-one learners’ writing skills? Objectives of the Study Based on the research questions, this enquiry endeavors to explore the role of flipped classroom in assessing writing skills among the First-year Master’s students of English at Mohammed El-Bachir El-Ibrahimi BBA University. This research aims to:  To explore Master-One English students’ perceptions of the use of the flipped classroom model in assessing their writing skills.  To explore the practical methods through which the flipped classroom model can be implemented to assess writing skills among EFL learners. 22  To identify the challenges encountered by teachers when integrating the flipped classroom approach into writing skill assessment.  Explore how AI-based feedback tools are perceived by students and teachers as either complementing or potentially replacing teacher feedback within the flipped classroom model. Significance of the Study The significance of this study lies in its contribution to the evolving discussion on how the Flipped Classroom Model (FCM) can be applied to the formative assessment of writing skills in Algerian EFL higher education. While international research has explored the FCM’s instructional benefits -particularly in improving student engagement and writing fluency- there remains limited empirical work exploring how this model is perceived and implemented for writing assessment, especially in resource-constrained university contexts like Algeria. By focusing on first-year Master’s EFL students and their teachers at Mohammed El Bachir El Ibrahimi University, the study offers a dual and parallel perspective on how flipped learning strategies affect the assessment process. It explores how students engage with pre-class materials, in-class writing tasks, and feedback, as well as how teachers perceive and manage flipped assessment practices. In doing so, the study aligns with a broader shift from product- oriented, grammar-focused evaluation to more process-based, feedback-driven assessment methods. Importantly, this research also introduces an underexplored dimension: the role of AI- based feedback tools (e.g., Grammarly, ChatGPT) within the flipped classroom environment. As Algerian institutions increasingly adopt digital technologies, understanding how these tools are perceived by both learners and instructors -as either complements or substitutes for teacher feedback- can inform future innovations in writing pedagogy. 23 By addressing the practical, pedagogical, and technological aspects of flipped writing assessment, this study contributes to:  A clearer understanding of student and teacher perceptions of FCM in writing assessment;  Insight into implementation strategies and barriers specific to the Algerian EFL context;  Informed discussion on the pedagogical integration of AI-based feedback tools;  Evidence-based recommendations for more effective, equitable, and learner-centered writing assessment. Overall, the study aims to inform EFL instructors, teacher educators, and curriculum designers seeking to enhance writing instruction through flipped, formative, and digitally supported assessment practices. It also lays a foundation for future research on the integration of instructional innovation and AI technologies in Algerian higher education. An Overview of the Methodology This study adopts a mixed-methods approach to explore how the Flipped Classroom Model (FCM) is perceived and implemented in the assessment of writing skills within the Algerian EFL context. Anchored in the pragmatic paradigm and employing a convergent parallel design, the study integrates both quantitative and qualitative strands to ensure a nuanced understanding of teacher and student experiences. The research was conducted at Mohammed El Bachir El Ibrahimi University during the 2024–2025 academic year. It was unfolded across three sequential phases: a preliminary exploration phase, a quantitative phase, and a qualitative phase. 24 In the preliminary phase, informal discussions and a pilot questionnaire were conducted with both EFL instructors and first-year Master’s students. This stage helped refine the research focus and validate the design of the instruments. During the quantitative phase, a structured questionnaire was administered to a sample of 35 first-year Master’s students in the English department. Convenience sampling was employed, based on the availability of students during scheduled classroom sessions. The questionnaire included both closed-ended and open-ended items to elicit students’ perceptions of flipped classroom practices, their experiences with writing assessment, and their use or awareness of AI- based feedback tools. The qualitative phase involved structured interviews with nine EFL teachers. These participants were selected using purposive sampling, based on three predefined criteria: (1) demonstrated experience teaching academic writing, (2) current or recent involvement with first-year Master’s students, and (3) familiarity with or active engagement in flipped learning strategies. This ensured that the selected teachers could meaningfully reflect on writing pedagogy and the implementation of flipped instruction in the classroom. Quantitative data (from closed-ended questionnaire items) were analyzed using SPSS to generate descriptive statistics. Qualitative data, including open-ended student responses and teacher interviews, were examined using thematic analysis, whereby recurring patterns were coded into categories and interpreted as emerging themes. This mixed-methods design provided both breadth (through student trends) and depth (through teacher insights), thereby supporting data triangulation and enhancing the validity and reliability of the study’s findings. 25 Definitions of Key Terms Flipped Classroom Model (FCM). An instructional approach that inverts the traditional teaching sequence by delivering learning materials (such as recorded lectures, readings, or multimedia content) prior to class, while class time is dedicated to active learning activities, group discussions, writing practice, and personalized feedback. This model promotes learner autonomy, classroom interaction, and student-centered learning. Assessment. The systematic process of collecting and analyzing information about students’ knowledge, skills, and performance for the purpose of improving learning. In this study, assessment refers to both formative and summative evaluation of writing, with a focus on how feedback is delivered throughout the flipped classroom model. Writing. A complex, productive language skill that involves generating coherent, structured, and meaningful texts. Effective writing requires mastery of both linguistic components (e.g., grammar, vocabulary) and cognitive skills (e.g., organization, coherence, critical thinking, and audience awareness). Learner Autonomy. The learner’s ability to take responsibility for their own learning by setting goals, managing progress, and seeking out learning resources. As Benson (2011) notes, autonomy is particularly critical in flipped learning contexts, where students engage independently with instructional materials before class. Perception. The beliefs, attitudes, and interpretations that individuals hold about a concept or practice. In this study, perception refers to how students and teachers understand, accept, or resist the integration of the flipped classroom model and AI-based feedback tools in writing assessment. AI-Based Feedback Tools. Digital applications powered by artificial intelligence that provide automated feedback on students’ writing. These tools -such as Grammarly, QuillBot, and ChatGPT- can offer real-time suggestions on grammar, vocabulary, coherence, structure, and 26 clarity. In the context of this study, they are examined as complementary or potentially substitutive feedback mechanisms within the flipped classroom model. EFL (English as a Foreign Language). The teaching and learning of English in settings where it is not the primary language of communication. In this study, EFL refers to English language instruction within Algerian university classrooms, where English is taught as a foreign language. Organization of the thesis Despite growing global and national interest in the Flipped Classroom Model (FCM), research on its use in writing assessment remains limited in the Algerian EFL context. While earlier studies (e.g., Benabed, 2021; Yahia, 2023) have addressed the use of flipped learning in EFL writing instruction, few have explored how writing skills are assessed within a flipped framework. Current literature in Algerian universities continues to emphasize traditional teaching and assessment practices, often neglecting student-centered, technology-enhanced approaches. As a result, important aspects such as formative assessment, feedback cycles, and learner autonomy in writing remain under-investigated. This study seeks to address two primary gaps: Lack of qualitative inquiry into teacher and student perceptions: While previous research has explored writing instruction more broadly, few studies in Algeria have investigated how both instructors and learners perceive the integration of flipped assessment in academic writing, particularly at the postgraduate level. Underexplored pedagogical implications of flipped assessment: Little empirical data exists on how the flipped classroom model, when applied to writing evaluation, influences students’ engagement, feedback responsiveness, and long-term writing development. By focusing on First-year Master’s students and EFL instructors at Mohammed El-Bachir El-Ibrahimi University (Bordj Bou Arréridj), this research aims to offer context-specific insights 27 into the affordances and challenges of integrating flipped assessment in Algerian higher education. The findings are expected to inform pedagogical practices and provide recommendations for improving writing instruction and evaluation through more interactive and learner-centered strategies. 28 CHAPTER ONE: LITERATURE REVIEW 29 Section One: Writing Skills in the English as a Foreign Language Context Introduction Writing is a core component of English as a Foreign Language (EFL) instruction and a key indicator of language proficiency. Despite its importance, it remains a complex and often difficult skill for learners to acquire. This section outlines the theoretical and pedagogical foundations of writing within the EFL context. It begins by defining writing and identifying its main features, followed by an exploration of its essential sub-skills: coherence, cohesion, fluency and accuracy. The discussion then shifts to traditional and contemporary approaches to teaching writing, with particular emphasis on the flipped classroom model. The final part examines approaches to assessing writing, highlighting both theoretical and practical considerations. Definition of Writing Writing has been recognized for long as a major skill among the four language skills. Various researchers and scholars have provided different definitions of writing. According to Collins (2003), writing is the process of transcribing language into symbols. Similarly, Widdowson (2001) defines writing as “the transformation of linguistic rules of language into usage.” Byrne (1988) further elaborates that “writing refers to the production of graphic symbols which must be arranged according to certain conventions to form words, and words must be structured into sentences” (p.98). Writing has also been examined from the perspective of communication. White (1986) argues that, beyond being a means of public communication, writing serves as a way to express thoughts and ideas, reflecting individual thinking. Similarly, Zinsser (2006) asserts that “clear writing is a reflection of clear thinking” (p. 12), emphasizing that writing externalizes and refines thought, allowing writers to interpret and improve their ideas. Furthermore, Hedge (1988) highlights the importance of organization and coherence in effective writing, describing it as “the way in which a writer puts together the pieces of text, 30 developing ideas through sentences and paragraphs within an overall structure” (p. 89). In addition, Harmer (2001) describes writing as a complex process that integrates both mechanical aspects, such as spelling and grammar, and the cognitive process of generating and organizing ideas. From these perspectives, successful writing requires not only linguistic competence but also an awareness of audience and purpose, as well as mastery of language structures and vocabulary. Writing is a crucial skill for both native and non-native learners. By its nature, writing is a complex and demanding process that requires time, responsibility, and commitment. It is often a solitary activity, conducted silently, and involves both physical effort and intellectual engagement. Writing as a Skill Writing is a core competency in the field of language learning and communication, functioning as a significant tool for knowledge transfer and developing professional and critical thinking. It is considered as a complex process, which requires cognitive, linguistic, and organizational abilities. It demands as well accuracy, coherence, logical presentation of thoughts and ideas in order to convey meaning. It demands a rigorous understanding of sentence structure, grammar, word choice, and textual norms (Rymanova & Bolsunovskaya, 2020). In EFL, students encounter a number of challenges due to linguistic and cultural differences (Khadawardi, 2022) that affect their rhetorical style and text structures. Therefore, mastering writing skills is an essential cognitive process that promotes learners to enhance their metacognitive abilities. Writing Sub-Skills Writing is an essential cognitive skill in (EFL) contexts, where learners often find difficulties to produce coherent and cohesive piece of writing. To maintain consistency with the focus of the study, it is important to define the core writing skills, which are typically organized into clusters headed by key skills. These clusters include sub-skills such as grammar, vocabulary, organization, and critical thinking- specific behaviours that contribute to effective writing. Furthermore, accuracy and fluency also play a major role. Accuracy refers to the correct use of 31 language structures, while fluency reflects the ability to express ideas smoothly and naturally. Together, they ensure that writing is not only correct but also communicative and reader-friendly. Developing academic writing, particularly at the paragraph level, requires mastery of writing mechanics, aspects, and conventions. Mechanics involve the proper use of punctuation, capitalization, and spelling (Harmer, 2004). Writing aspects such as cohesion, coherence, and unity are crucial for constructing meaningful and logically connected texts (Oshima & Hogue, 2006). In addition, understanding the conventions of paragraph structure is essential. These include the topic sentence, supporting sentences with appropriate details, and a concluding sentence. Proper formatting -such as indenting the first line of a paragraph- also contributes to the overall presentation and readability (Oshima & Hogue, 2006, 2007). When these elements are successfully combined, learners can produce academic writing that meets both linguistic and structural standards. Grammar and Mechanics. For grammar, mastery of sentence construction, including subject-verb agreement and appropriate word order, ensures clarity in communication (Byrne, 1988). Additionally, accurate verb tense usage facilitates logical sequencing of ideas (Celce- Murcia & Larsen-Freeman, 1999), while correct punctuation and capitalization for mechanics improve readability and prevent misinterpretation (Zinsser, 2006). Errors in grammar and mechanics can obscure meaning and diminish text credibility, as Zinsser (2006) emphasizes that clutter and careless mistakes hinder reader engagement. Organization and Structure. Organization and structure play a crucial role in guiding readers through the logical flow of ideas. As Byrne (1988) highlights, a well-organized text allows the reader to grasp the writer’s message with ease and clarity. In academic writing, a well- structured text comprises an engaging introduction, coherent body paragraphs, and a concise conclusion (Hedge, 2000, and Harmer, 2001). 32 Vocabulary and Word Choice. The accurate selection of vocabulary and words choice contribute to precision and expressiveness in writing, and minimizes ambiguity (Harmer, 2001), while maintaining formal language is essential in academic contexts, as it eliminates slang and contractions (Hedge, 2000). Moreover, Zinsser (2006) declares, "Examine every word you put on paper. You will find a surprising number that do not serve any purpose. Be grateful for everything that you can throw away. Re-examine each sentence you put on paper. Is every word doing new work? Can any thought be expressed with more economy?" (p.12). Critical Thinking and Analysis. Critical thinking and analysis are also vital in language generally and writing proficiency specifically, in which writers should be objective, provide evidence and develop logical arguments. According to Collins & Gentner (1980), an effective argument development relies on presenting well-supported claims rather than subjective opinions. As White (1986) asserts, strong writing requires intellectual engagement and the formulation of well-reasoned arguments. In addition to that, integrating credible sources strengthens the legitimacy of written work (Hedge, 2000). To conclude, the progression of proficient writing skills in an English as a Foreign Language context requires a comprehensive understanding of grammar, organization and structure, vocabulary and word choice, and critical thinking. By enhancing and developing these sub-skills, learners can create well-structured, articulate, and academically appropriate texts, thereby improving their competence to communicate effectively in written English. Approaches to Teaching Writing Skills in English as a Foreign Language Context Teaching writing in an EFL context demands a thoughtful consideration of pedagogical approaches that address learners’ linguistic, cognitive, and communicative needs. As writing is one of the most complex language skills, selecting an appropriate teaching approach can significantly influence learners' ability to express ideas effectively and develop accuracy and 33 fluency. In recent decades, scholars and practitioners have proposed various ways to teach writing, especially as educational settings have expanded from traditional classrooms to virtual environments. Thus, this section explores the concept of a teaching approach and highlights how writing is taught both in-class and online, considering the evolving dynamics of EFL instruction.. Definition of Teaching Approach A teaching approach has various definitions depending on researchers and scholars’ different perceptions. First, teaching approach is a comprehensive framework that guides instructional decisions, Richards and Rodgers (2014) define it as theoretical beliefs about the nature of language, learning process, and how these influence classroom practices. Moreover, Larsen-Freeman and Anderson (2011) state that “an approach is the overall theory, a method is the plan, and a technique is the specific action” (p. 35). This contrast clarifies that a teaching approach is the foundational educational philosophy, while methods and techniques are applications that are more specific. In addition, the teaching approach is considered as a flexible foundation that can be adapted to align learning aims with students’ acquisition needs, as Slavin (2018) states “a structured yet flexible instructional framework that aligns educational goals with students' learning needs and abilities” (p. 112). In-Class Approaches In-class approaches indicate to teaching learning methods applied within traditional classroom, (face-to-face classroom) in which a teacher and a student interact in real-world classroom (Killen, 2016). These approaches consist of Teacher-centred method where the teacher is the primary source of knowledge, whereas students receive information passively. This method includes direct instruction method, structured lecture and demonstration, as Brown (2007) said, “teacher centred instruction focuses on content delivery where the educator serves as the primary source of knowledge, whereas student centred approaches encourage active participation, critical thinking and collaborative Learning”.(p,54). According to him, in-class approaches include also 34 student-centred method that shifts the focus to student engagement, participation and active learning. This method composes of inquiry-based activities, collaborative learning and problem solving tasks. Online Approaches Because of the COVID-19 pandemic, educational systems around the world experienced a sudden shift from traditional face-to-face instruction to online teaching. This unexpected transition required both teachers and students to adapt rapidly to the new digital environments, often without prior preparation. As a result, various methods and approaches emerged to facilitate remote learning. Online teaching approaches refer to instructional methods, strategies, or techniques that utilize the internet to achieve specific educational goals. These include virtual class meetings, online lectures, and digital assignments, typically delivered through course management systems such as Moodle. Instruction in this context is often asynchronous, allowing learners to engage with materials at their own pace, though synchronous tools are also frequently used to maintain interaction and provide feedback. Sometimes the lectures and other activities are shared by group chats or other means which facilitate collaboration and peer instruction among students. As technology continues to evolve, online writing instruction will play an increasingly crucial role in modern education. The integration of technology provides diverse opportunities for students to develop their writing abilities, such as Platforms for peer review and feedback (Bazerman et al., 2018), collaborative writing to foster (Storch, 2013), and digital storytelling. The table below presents more details about the role of both instructor and student in-class and online (Synchronous and asynchronous) 35 Table 1 The Role of Instructor and Student Assessing Writing Skills in English as a Foreign Language Context Assessment plays a fundamental role in the teaching and learning of writing, particularly in EFL contexts where learners often struggle with language accuracy, coherence, and fluency. Effective assessment not only measures students’ progress but also informs instruction, guides feedback, and motivates learners toward improvement. In writing instruction, assessment practices must be designed carefully to reflect learners' actual performance, provide diagnostic insights, and support the development of writing competence over time. This section begins by defining the concept of assessment and its relevance to writing. It then explores the significance of assessment Student Role Instructor Role Synchronous • Increased responsibility for learning • Doing, observing, and reflecting • Monitoring and evaluating their progress • Facilitator and mentor • Introducing content and helping students make sense of it • Assessing learning and providing feedback Asynchronous • Preparing for synchronous session • Completing individual and group: ○ work ○ activities ○ assessments • Summarizing concepts • Reflecting on learning, thinking about what they’re doing • Establishing approaches to introduce topics and concepts prior to synchronous sessions • Designing opportunities for students to continue applying and reflecting on what they are doing • Facilitating and assessing student understanding 36 within the broader teaching operation and outlines the core principles that should guide the evaluation of writing skills. Definition of Assessment Assessment is a vital part of the teaching process. It requires collecting and analyzing data about learners' learning, progress, and achievement in a particular course. A teacher assesses learning by utilizing several methods such as in-class tasks, assignments, homework, project work, tests and exams, or even ordinary observation. It aims to measure the student’s understanding and performance on one hand and to judge the teacher's competency on the other hand. According to Hyland (2003), assessment is “a bridge between the learners’ current and target performances which describes their progress.” Similarly, Brindley (2001) aligns with this thought and defines assessment as "a variety of ways of collecting information on a learner's language ability or achievement." Significance of Assessment in the Teaching Operation Assessment is of great significance in the teaching operation because it serves the instructor inseveral ways. It aids in improving the pedagogical methodology, selecting appropriate materials, checking course effectiveness, identifying teaching-learning problems, and facilitating decision-making throughout the instructional process. A teacher uses the data gathered from assessment (results) to adjust their teaching in accordance with what learners are able to do with the language and what they need to learn, as well as their preferred learning methods. This informs the design of suitable lessons for students with particular background knowledge, levels, learning styles, and preferences. In addition, assessment can enhance learning by highlighting students' needs, weaknesses, and areas for reinforcement, prompting remedial actions and pedagogical adaptations. A second/ foreign language learner is often motivated by their achievements in a course, as assessment can 37 illustrate their strengths, which supports learning, and their areas for improvement, guiding their learning journey. Principles for Assessing Writing Skills Writing plays a significant role in several professions; hence, it articulates the writer's cognitive process and reflects their perspectives through precise and expressive language. Although writing is considered an assessment tool, assessing writing remains a complex and challenging procedure for both teachers and learners. This procedure should adhere to several principles applicable to all skills and assessments. According to Hyland (2003), the main criteria for an effective assessment of writing are reliability and validity. Reliability is realized by minimizing variation in rating and/or scoring (by different ratters assessing the same student or by the same assessor rating the same production on several occasions). This need to avoid variation has led to the identification of two types of writing assessment: "direct assessment" and "indirect assessment." While indirect assessment measures writing sub-skills such as grammar and punctuation (aspects related to form), direct assessment comprises writing genres and content (cognitive operations). The former is often considered more reliable and objective, whereas the latter is less inherently reliable and more subjective due to the diversity of rating standards among instructors. Consequently, many scholars advocate for providing novice assessors with qualified training to achieve standardized rating. The assessment task(s) should be valid, designed strictly to gain credibility for both the instructor and the test-taker. Validity can be established by writing clear and precise instructions that address a taught topic with which the students should be familiar, including both the instruction sample and the writing genre. 38 Conclusion Writing is a prominent skill in the EFL context; hence, it is a vital tool in teaching and assessment. Improving writing requires the implementation of a variety of approaches to reach the desired results. Instructors should balance online and in-class activities. Thus, Blended Learning (BL) is suggested by scholars to create flexibility in teaching and potentially reduce boredom among learners. Effective instruction necessitates practical assessment methods. Teachers can consider both direct and indirect appraisals to enhance the reliability and validity of assessment and to collect concrete and valuable results. This information has a significant impact on pedagogical methodology adaptation and implementation. This section has provided an explanation of key concepts related to assessing writing in an English as a Foreign Language context to establish a foundation for the subsequent section on the Flipped Classroom Model in Teaching English as a Foreign Language. Section Two: The Flipped Classroom Model in Teaching English as a Foreign Language Following the discussion on EFL writing assessment, this section introduces the Flipped Classroom model, an innovative approach to structuring learning. We will define this model, explore its key features, and outline a typical EFL flipped classroom session, aiming to provide a clear understanding of its potential in enhancing EFL teaching and learning. Definition of the Flipped Classroom Model The flipped classroom model has been widely discussed in recent decades. Driven by various circumstances, educators have shifted from traditional teaching to flipped learning, a blended learning approach where classroom activities and homework are interchanged (Tucker, 2012). This approach dedicates less class time to direct instruction and more to interaction. Teachers provide learners with diverse resources about the lesson (recorded videos, websites, 39 articles, etc.) that students are expected to understand and retain before class. Subsequently, class time is used for discussion, analysis, and evaluation of their knowledge through group discussions, collaborative work, and active learning. Building upon learners' pre-class preparation, this model fosters a dynamic and interactive learning environment where educators and students can focus on higher-order thinking skills, as learners apply concepts and engage creatively with the subject matter (Flipped Learning Network, 2014). The flipped classroom incorporates several key features for effective implementation. The Flipped Learning Network, in collaboration with Pearson's School Achievement Services, identified four pillars of flipped learning: A Flexible Environment Learning materials are readily available and accessible to learners anytime and anywhere they are prepared to engage. A Learning Culture This model shifts traditional teaching principles and redefines the roles of both teacher and learner in the educational process. Students take greater responsibility for their learning, while the teacher facilitates and guides the interactive aspects of instruction. Intentional Content Flipped learning educators carefully evaluate the content and materials included in video lectures to align with and effectively apply appropriate instructional methods. Professional Educators 40 Successful flipped learning relies on professional educators who actively observe student learning and provide meaningful feedback. Flipped Classroom Teaching Methods Flipped classroom educators employ various methods to implement the flipped learning approach, including active learning, collaborative work, peer instruction, problem-solving, and critical thinking activities. The primary goal is to foster deep understanding, enabling students to analyze, apply, and evaluate the learned material. Consequently, the teacher's role shifts from the "sage on the stage" (King, 1993) to a facilitator, guiding learning based on students' pre-class preparation and readiness for the practical phase of the lesson. Key teaching methods within the flipped classroom include: Active Learning. Students participate in group-discussions, problem-solving, and hands-on projects, promoting deeper engagement. Collaboration and Peer Instruction. Students answer questions to assess their comprehension and engage in class discussions about their responses, followed by teacher clarification of misconceptions and immediate, personalized feedback. Priming. Educators provide clear and direct pre-class instruction to prepare learners for in- class active learning activities (Hamdan et al., 2014). Flipped Classroom Session Outline The flipped session requires two different phases the first one takes place before class where students are responsible for constructing knowledge via video lectures or videos selected by the instructor. The second phase occurs in the troupe space where students are involved in the practical version of the lesson. 41 Theoretical Phase (pre-class) Before class time, learners are supposed to receive learning materials that are created and selected from readily available material by the teacher. Teachers post videos, video lectures or even PDF handouts on teaching platforms such as Moodle or in-group discussion apps such as What's Up or Telegram. What is important here is that all the materials have to be available and accessible for all students at anytime and anywhere. Students can pause, rewind or replay the video lecture until they understand the subject matter. During watching, students are supposed to take notes to reinforce understanding and write down raised questions to fix misconceptions. As explained by( Bergmann and Sams, 2013) ''We instruct them in the Cornell note-taking method, in which they take notes, record any questions they have and summarize their learning "Participating in the flipped learning process properly enables students to recognize their misinterpretations and raise relevant questions to discuss the problems that they encountered in their watching. Practical Phase (in-class) The second phase is divided into three parts each has its objective. First, in the warm-up activity; the teacher does a brief introduction or reminder in which he may ask students questions to check their understanding and interpretation of the concepts delivered via videos. Then, s/he may walk around the class to check students' notes and invite them to ask questions about problems they encountered while receiving information. At this moment, the whole class discussion starts and students correct one another and explain their points of view. After that, the teacher explains the misconceptions and corrects the misinterpretations lasting to 15 minutes or less. The rest of the session is devoted to the upper stages of the taxonomy. The teacher may engage his students in group conversation discussing critical thinking debates, project works to evaluate their decision-making skills as illustrated by Bergmann and Sams (2013)" The remainder of the time is used for more extensive hands-on activities and/or directed problem-solving time " 42 Table 1.2 Class Time in Flipped Classroom (Bergmann .J & Sams. A, 2013) Designing Learning Materials and Resources In the flipped classroom model, the effectiveness of instruction heavily relies on the quality and appropriateness of learning materials and resources. Since the instructional content is often delivered outside the classroom through videos, readings, or interactive platforms, materials must be engaging, pedagogically sound, and tailored to learners’ levels and needs. Moreover, these resources should support the development of writing sub-skills and promote autonomous learning. This section explores key considerations in selecting or creating instructional materials suitable for flipped writing instruction. It also discusses the evolving roles of teachers and learners within this model, highlighting how each contributes to maximizing the learning experience. Material and Resource Selection or/and Creation Selecting appropriate learning materials or/and creating them by educators help students focus on the course and make it relevant to the theme, and the selection of these materials depend on two major points: students’ proficiency, and the purpose for learning English in the first place. Recorded lectures, video lectures from the internet or created by the teacher, printed lectures or textbooks, online quizzes, and others, are materials and resources provided by teachers to students before class shared via platforms like Moodle, or smartphone apps like telegram. According to Musallam (2011), students should come to the class better prepared through Flipped Classroom Activity Time Warm-up activity 5 min. Q & A time on video( Discussion, questions and answers) 10 min. Guided and independent practice and/or lab activity 75 min. 43 providing them with available pre-class materials, like videos, in which they can easily get access to these lessons whenever and wherever it is convenient as many times as they like. As for teachers, they can devote in-class time for discussion, collaboration, and put into practice what they have learnt from lectures they viewed outside class. Role of the Teacher and Learner in Flipped Classroom Instruction Since learning has shifted from direct instruction into outside of the group learning space (into individual space), the role of the teacher and learners has shifted as well. In this vein, traditionally, the teacher is the main source of knowledge “sage on the stage” (King, 1993) i.e. teacher-centered while students are considered as passive learners (Huba and Freed, 2000). However, in the flipped classroom model, the focus is on the students-centered instruction, and the teacher becomes a facilitator who facilitates discussions and problem-solving activities, or a guide, in other words to transfer responsibility and ownership of learning from instructors to learners (Chatta & Haque, 2020). According to Michael (2006), learning process is active rather than passive, learners are actively involved in forming knowledge, and they have more opportunities to participate, evaluate, and assess their learning in a personally meaningful manner. On the other hand, teacher’s role occur more in-class where he/she can devote more time observing students continually, encourage collaborative work, providing them relevant feedback right in the moment of learning, and can continuously assess their work. In contrast, their role remain less visibly outside the class in the flipped classroom model. The table below presents the omparison between teacher-centered and student-centered instruction by (Allen, 2004). 44 Table 1.3 Comparison between Teacher-Centered and Student-Centered Instruction by (Allen, 2004) TEACHER-CENTERED versus LEARNER-CENTERE Destruction (AssessingAcademicProgramsinHigherEducationbyAllen2004) Concept Teacher-Centered Learner-Centered Teaching goals Cover the discipline Students learn: How to use the discipline How to integrate disciplines to solve complex problems An array of core learning objectives, such as communication and information literacy skills Organization of the curriculum Courses in catalogue Cohesive program with systematically created opportunities to synthesize, practice, and develop increasingly complex ideas, skills, and values Course structure Faculty cover topics Students master learning objectives How students learn Listening Reading Independent learning, often in competition for grades Students construct knowledge by integrating new learning into what they already know Learning is viewed as a cognitive and social act Pedagogy Based on delivery of information Based on engagement of students Course delivery Lecture Assignments and exams for summative purposes Active learning Assignments for formative purposes Collaborative learning Community service learning Cooperative learning Online, a synchronous, self-directed learning Problem-based learning Course grading Faculty as gate keepers Normal distribution expected Grades indicate mastery of learning objectives Faculty role Sage on the stage Designer of learning environments Effective teaching Teach (present information) well and those who can will learn Engage students in their learning Help all students master learning objectives Use classroom assessment to improve courses Use program assessment to improve programs 45 Conclusion The flipped classroom model offers a transformative approach to EFL instruction by reconfiguring how and when learning occurs. Shifting foundational input to the individual learning space enables educators to devote classroom time to interactive and application-based tasks. This promotes deeper engagement, critical thinking, and collaboration-key elements in developing writing proficiency. This section outlined the essential components of the model, including its definition, instructional methods, and structure. It also emphasized the importance of well-designed materials that cater to learners’ needs and highlighted the evolving roles of teachers and students in this learner-centered environment. By integrating technology with pedagogical flexibility, the flipped model not only supports autonomous learning but also enhances classroom interaction. This makes it a compelling alternative for improving writing instruction in EFL contexts. The following section will examine how writing assessment aligns with this approach to support meaningful learning outcomes. Section Three: Enhancing Writing Assessment through the Flipped Classroom Model This section explores the application of flipped classroom principles and methods to the assessment of writing skills. Recognizing the challenges educators face in evaluating student writing, a synthesis of writing assessment criteria and the flipped classroom model is proposed. This integration aims to develop innovative techniques that can streamline the assessment process for teachers and enhance student learning outcomes in writing. The key elements of this proposed approach will be introduced in the following subsections. Assessment Instruction in the Flipped Classroom Model This section focuses on both direct and indirect assessment methods to evaluate students' writing in terms of coherence, cohesion, and organization. Master’s students in English are tasked 46 with producing well-structured research proposals. To assess their writing, coherence and cohesion can be evaluated through indirect assessment methods, while organization can be assessed through direct writing tasks (Hyland, 2005; Graham &Perin, 2007). Online Quizzes To facilitate the assessment process, online quizzes comprising 20 questions that integrate multiple-choice and open-ended formats can be utilized. These quizzes can be distributed via a link shared in a chat group, encouraging all participants to engage with the material. For instance, platforms like Google Forms can be employed to create these quizzes, as they provide immediate scoring and individualized feedback, benefiting both participants and educators (Huang & Hew, 2018). The quizzes can include questions that assess students' understanding of coherence and cohesion in writing, such as identifying effective transitions and logical flow in sample texts (Hsieh, Wu, & Marek, 2017). Essay Writing Essay writing serves as a common assessment tool for Master’s students, offering clear insights into their cognitive processes and mental operations (Graham & Perin, 2007). This method allows for the evaluation of participants' coherence, cohesion, and organizational skills. Unlike online quizzes, essays will be written during class time. Students will draft their essays and then utilize AI grammar tools to check for errors in coherence and cohesion. Subsequently, they will post their writings in a private online group chat, where they can discuss and defend their ideas. Evaluating cognitive processes and critical thinking skills will provide meaningful, individualized feedback (Sadler, 1989). Flipped Assessment Platforms and Apps Several platforms and smartphone applications can facilitate effective instruction and data collection, enabling the measurement of specific aspects of academic writing through both direct 47 and indirect assessments. This section provides theoretical insights into the elements associated with the topic, linking them to the proposed methodology. Google Forms Google Forms is a widely used online platform for generating surveys, questionnaires, quizzes, and tests. It simplifies data collection and can generate visual data representations for analysis (Huang & Hew, 2018). Quizzes can be shared via email, links, or social media, making them accessible to participants with active Google accounts. Given that all students at many universities have Google accounts provided by their institutions, this platform ensures secure and private communication. Chatting Apps Chatting applications represent digital communication platforms that afford users the capacity to transmit messages, exchange files, and participate in synchronous conversations. Salient features of these applications typically encompass group chat functionalities, multimedia sharing capabilities, voice and video call options, and the potential for integration with supplementary educational technologies. Prominent examples of such applications include WhatsApp, Messenger, and Telegram (Hsieh, Wu, & Marek, 2017) Within the pedagogical framework of the flipped classroom model, chatting applications serve as facilitators of communication and collaborative endeavors beyond the confines of traditional classroom settings. These digital tools enable students to engage in discussions pertaining to course materials, disseminate relevant resources amongst peers, and participate in collaborative learning activities. Existing research has indicated that the strategic integration of these communication platforms can lead to an enhancement of student engagement and motivation, factors widely acknowledged as crucial for the successful implementation and outcomes of the flipped classroom approach (Chang &Lan, 2021). 48 AI Grammar Tools AI grammar tools, such as Grammarly and Pro-Writing Aid, offer auto-correction and real- time suggestions during the writing process. Given that essay writing will occur during class, students may make errors related to coherence, cohesion, or organization. These tools are accessible on various platforms, including Android, iOS, and desktop, allowing participants to write their essays on their preferred devices. They enhance the writing experience by providing immediate support and feedback (Tran, 2025; Damayanti & Santosa 2024). In summary, the integration of flipped classroom principles with innovative assessment methods can significantly enhance the evaluation of writing skills. By utilizing platforms like Google Forms, chatting apps, and AI grammar tools as supportive resources, educators can create a more engaging and effective assessment environment that fosters student learning and development. Feedback Instruction in the Flipped Classroom Model In the flipped classroom model, Feedback has a significant role in developing students' writing skills. As direct instruction has been shifted outside the classroom in the model, learners rely on both automated and personalized feedback to improve their writing. The inclusion of Auto Feedback (computer-assisted feedback) and One-on-One Feedback (individualized teacher-student interaction) provides a comprehensive approach that strengthens students' self-regulation, critical thinking, and self-editing abilities. In this research, we suggest that effective feedback mechanisms in inverted writing courses may enhance writing quality, engagement, and motivation (Hyland & Hyland, 2022). Auto feedback Auto feedback refers to computer-generated feedback provided by Automated Writing Evaluation (AWE) tools such as Grammarly and Ginger Software. These tools analyze students’ drafts based on grammar, syntax, cohesion, and organization, providing instant feedback that 49 supports draft-stage revisions. This type of feedback offers immediate corrections on spelling, punctuation, and sentence structure, minimizing students' reliance on instructors (Zhai & Ma, 2021). In addition to that, AWE tools promote self-regulated learning by allowing students to revise multiple drafts before final submission (Su, Qian, & Luo, 2024). The scalability of auto feedback makes it particularly useful in large university classes where teachers may encounter difficulties providing timely and personalized feedback to all students. One-on-One Feedback Unlike auto comments, one-on-one feedback refers to personalized teacher-student consultations that focus on macro-level writing skills, such as argument development, clarity, and rhetorical strategies. This method provides customized directions, helping students identify and address specific weaknesses in their writing outcomes. One-on-one feedback, in the flipped classroom model, is applied through a structured process: Pre-Class Preparation. Students submit drafts online for the teacher to review key issues before scheduled sessions. In-Class Individual Conferences. Devoted for the teacher providing targeted feedback in short-focused meetings (5–10 minutes) Post-Class Reflection. In this process, students revise their work and submit final drafts adopting instructor suggestions. Despite the challenges struggles faced by the instructor, the major advantages of one-on- one feedback is instructor’s consultations focus on higher-order writing concerns, which help students develop stronger arguments, coherence, and academic style(Hyland & Hyland, 2022). Research Gap Despite the increasing global interest in the Flipped Classroom Model (FCR), research on its application in writing assessment remains limited in Algeria. While some studies have explored 50 flipped learning in writing instruction, they have primarily emphasized specific contexts rather than assessment practices. For instance, a study at Borj Badji Mokhtar University (Annaba, 2021) examined flipped learning in a scientific English writing course, while research at Kasdi Merbah, Ouargla University (2023) developed a genre-based academic writing course for economic purposes using the flipped approach. However, these studies have not thoroughly examined how writing skills can be assessed within a FCR framework. The existing literature in Algerian EFL classrooms tend to focus on traditional teaching and assessment methods, often overlooking the role of technology-enhanced, student-centered approaches in evaluating writing performance. This study seeks to address two major research gaps: There is a lack of qualitative studies investigating teachers and students' perceptions towards flipped assessment in writing at Algerian universities. Most research on writing instruction focuses on teacher-centered assessment methods, offering little insight into innovative approaches that integrate technology and active learning. The pedagogical implications, advantages, and challenges of assessing writing skills within a flipped classroom remain underexplored in the Algerian context. There is little data on how flipped assessment influences students' writing development, engagement, and learning outcomes. By addressing Master-one students at Mohammed El-Bachir El-Ibrahimi University, this research explores the integration of flipped assessment in Algerian higher education. It provides qualitative insights into its effectiveness in enhancing writing skills and offers recommendations for integrating this model into writing instruction and evaluation. Conclusion A multifaceted feedback approach in the flipped classroom model boosts university students’ writing abilities by integrating Auto Feedback that provides instant scalable assistance on g