Integrating Flipped Classroom and Genre-Based Pedagogy: A Theoretical Framework for Enhancing EFL Writing Performance in Moroccan High Schools

Amal EL MANSOURI

Article Details

Integrating Flipped Classroom and Genre-Based Pedagogy: A Theoretical Framework for Enhancing EFL Writing Performance in Moroccan High Schools

Authors:

Amal EL MANSOURI

Publisher:

مجلة الديداكتيك للعلوم التربوية

Journal:

مجلة الديداكتيك للعلوم التربوية Vol.2 Issue 6, pp.186-163

Document Type:

Article

Publication Date:

3/2026

Document Language:

Arabic

Document ID (Org No.):

2001843756

pISSN:

2658-9400

Keywords:

Abstract:

 This article presents a theoretical framework integrating flipped classroom methodology with genre-based pedagogy to address persistent challenges in English as a Foreign Language (EFL) writing instruction in Moroccan high schools. Despite curriculum reforms emphasizing communicative competence, students struggle with writing proficiency due to large class sizes, limited instructional time, and teacher-centered pedagogies. Drawing on sociocultural learning theory, systemic functional linguistics, and constructivist principles, this framework proposes a pedagogical model where genre deconstruction occurs asynchronously through pre-class activities, while face-to-face time is preserved for joint construction and scaffolded feedback. The flipped classroom component addresses temporal constraints by delivering declarative knowledge about rhetorical structures outside class, while genre-based pedagogy provides explicit instruction in text organization and linguistic features that EFL learners require. This integration creates expanded opportunities for meaningful writing practice with expert scaffolding while building metalinguistic awareness and genre competence. The article examines theoretical foundations of both approaches, details a three-phase implementation model, and provides practical guidelines including teacher preparation, technological considerations, and assessment approaches. While research supports each approach individually, their integration offers superior pedagogical affordances by addressing limitations inherent in either approach used independently. This framework represents a theoretically robust and practically feasible innovation for enhancing writing instruction in resource-constrained settings, with implications extending beyond Morocco to other EFL contexts facing similar challenges.

Article Details

Integrating Flipped Classroom and Genre-Based Pedagogy: A Theoretical Framework for Enhancing EFL Writing Performance in Moroccan High Schools

Authors:

Amal EL MANSOURI

Publisher:

مجلة الديداكتيك للعلوم التربوية

Journal:

مجلة الديداكتيك للعلوم التربوية Vol.2 Issue 6, pp.186-163

Document Type:

Article

Publication Date:

3/2026

Document Language:

Arabic

Document ID (Org No.):

2001843756

pISSN:

2658-9400

flipped classroom

genre-based pedagogy

EFL writing instruction

Moroccan secondary education

systemic functional linguistics

Issues

Article Details

Integrating Flipped Classroom and Genre-Based Pedagogy: A Theoretical Framework for Enhancing EFL Writing Performance in Moroccan High Schools

Authors: Amal EL MANSOURI

Publisher: مجلة الديداكتيك للعلوم التربوية

Journal: مجلة الديداكتيك للعلوم التربوية Vol.2 Issue 6, pp.186-163

Document Type: Article

Publication Date: 3/2026

Document Language: Arabic

Document ID (Org No.): 2001843756

pISSN: 2658-9400

flipped classroom

genre-based pedagogy

EFL writing instruction

Moroccan secondary education

systemic functional linguistics

Issues

Authors:

Amal EL MANSOURI

Publisher:

مجلة الديداكتيك للعلوم التربوية

Journal:

مجلة الديداكتيك للعلوم التربوية Vol.2 Issue 6, pp.186-163

Document Type:

Article

Publication Date:

3/2026

Document Language:

Arabic

Document ID (Org No.):

2001843756

pISSN:

2658-9400