فهرست نشریات علمی دسترسی آزاد ایران

Recently, flipped classes have been used across many language skills (Li & Li, 2022). Although traditional writing instruction has emphasized product- or process-oriented approaches, with limited attention to interactional scaffolding (Rakhimova, 2025), critical descriptive writing is a complex skill that combines detailed observation with analytical thinking and reflective insight, posing considerable challenges for most EFL learners. As such, this study explored the impact of interaction-rich versus interaction-limited flipped online instruction on the critical descriptive writing skills of English as a Foreign Language (EFL) Learners. Sixty intermediate learners studying in a language institute in Tehran were selected via stratified sampling, homogenized using the Oxford Placement Test, and assigned to two experimental groups. The interaction-rich group received instructional videos followed by collaborative engagement and feedback via WhatsApp, while the low-interaction group accessed only instructional content, with minimal peer interaction and only minimal teacher interaction. Pre- and posttests of learners’ performance in critical descriptive writing were assessed by two experienced raters with ascertained inter-rater reliability, using a rubric they had been familiarized with and practiced. Using the paired-samples and independent-samples t-tests, the results revealed a significant improvement in the interaction-rich group, whereas no statistically significant improvement was observed in the interaction-limited group. An independent samples t-test confirmed a significant between-group difference favoring the interaction-rich condition. These findings highlight the importance of interaction in online flipped instruction for developing learners’ skills. The study provides practical implications for instructional designers, which is discussed.