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.
Mohammadi, D., Afshari, A., & Bagherpour, N. (2026). Interaction Levels in Flipped Online EFL Classrooms: Implications for Critical Descriptive Writing Development. Technology Assisted Language Education, 4(1), 47-66. doi: 10.22126/tale.2026.13604.1171
MLA
Davoud Mohammadi; Asghar Afshari; Nasibehibeh Bagherpour. "Interaction Levels in Flipped Online EFL Classrooms: Implications for Critical Descriptive Writing Development". Technology Assisted Language Education, 4, 1, 2026, 47-66. doi: 10.22126/tale.2026.13604.1171
HARVARD
Mohammadi, D., Afshari, A., Bagherpour, N. (2026). 'Interaction Levels in Flipped Online EFL Classrooms: Implications for Critical Descriptive Writing Development', Technology Assisted Language Education, 4(1), pp. 47-66. doi: 10.22126/tale.2026.13604.1171
VANCOUVER
Mohammadi, D., Afshari, A., Bagherpour, N. Interaction Levels in Flipped Online EFL Classrooms: Implications for Critical Descriptive Writing Development. Technology Assisted Language Education, 2026; 4(1): 47-66. doi: 10.22126/tale.2026.13604.1171
)