Emotional, Behavioural, and Cognitive Engagement in a Flipped ESL Writing Class among Diploma Students: A Single-Case Qualitative Analysis

These themes are elaborated in the following sections using participants’ excerpts and interpretive analysis.

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Bulletin of the Technical Committee on Learning Technology (ISSN: 2306-0212) Volume 26, Number 1, 1-13(2026) Received October 7, 2025 Accepted March 24, 2026 Published online March 26, 2026 This work is under Creative Commons CC-BY-NC 3.0 license. For more information, see Creative Commons License

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Abstract:

Keywords: Affective Engagement, Behavioral Engagement, Cognitive Strategies, ESL writing and Flipped Classroom

I. INTRODUCTION

Second language writing in ESL curricula demands integrated engagement across the affective, behavioral, and cognitive domains. In many ESL writing classrooms, however, students continue to struggle with limited opportunities for guided practice, insufficient feedback, and passive learning during class time, particularly when instructional time is constrained. These challenges have prompted growing interest in alternative pedagogical models that can better support active learning and learner engagement. Recent global research highlights the promise of flipped learning compared with traditional lecture-based instruction. In this model, foundational input is shifted to pre-class preparation such as videos or readings, while class time is dedicated to feedback, interaction, and collaborative writing processes [1], [2], [3]. Meta-analytic findings support substantial benefits for writing when pre-class materials are aligned with structured in-class tasks [2], [4]. Additionally, flipped approaches are found to boost self-efficacy, motivation, and writing quality while reducing anxiety, suggesting that affective mechanisms may help explain performance gains [1], [5], [6].

Flipped learning has also been shown to enhance behavioral engagement. Learners typically invest more time in preparation and participate more actively when pre-class tasks are perceived as meaningful and classroom activities are collaborative [7], [8], [9]. Collectively, these findings indicate that flipped classrooms influence learners across emotional (e.g., motivation and anxiety), behavioral (e.g., preparation and participation), and cognitive (e.g., strategy use and writing quality) dimensions, although these dimensions are often examined in isolation.
Cognitively, integrating strategy instruction with active drafting and peer feedback during class fosters improvements in writing complexity and quality, particularly among lower proficiency students [1], [5], [10]. This fragmented treatment makes it difficult to understand how emotional responses, learning behaviors, and cognitive processes interact during flipped ESL writing instruction, particularly when learners struggle with autonomy or collaborative demands.

However, these positive outcomes are not uniformly experienced by all learners. Evidence suggests that students’ engagement in flipped classrooms is highly dependent on their ability to manage self-directed pre-study and to participate effectively in collaborative tasks, raising questions about how different dimensions of engagement are activated and sustained in practice.
Despite these promising results, the literature remains under-specified in explaining how and why flipped classroom components shape emotional, behavioral, and cognitive engagement in writing contexts, as most studies prioritise measurable outcomes over learners lived experiences [3], [11].

Existing research often treats engagement as a general or aggregated construct, with limited attention to how emotional, behavioral, and cognitive dimensions interact during learning processes. For instance, emotional engagement is frequently reduced to anxiety or motivation scores, behavioral engagement to observable participation, and cognitive engagement to performance outcomes, without examining how these dimensions unfold together. This under-specification is especially consequential in instructional design, as it limits educators’ ability to provide emotional support, structured guidance, and targeted scaffolding during flipped learning activities. Such limitations are particularly salient in Malaysia, where ESL writing courses serve learners with varied proficiency levels, differing levels of autonomy, and uneven prior exposure to self-directed learning, while also aligning with national goals for communicative and academic competence [8], [9]. As a result, important instructional blind spots persist, including limited insight into students’ emotional strain during independent pre-class learning, uneven participation in collaborative writing tasks, and the cognitive challenges learners face when instructional guidance is reduced.

Recent Malaysian tertiary studies underscore the growing relevance of flipped classroom designs in ESL contexts. A bibliometric analysis of flipped classroom methodologies in ESL education between 2019 and 2023 revealed increasing scholarly attention to flipped pedagogy in Malaysia [12]. A recent systematic review of flipped classroom approaches in language learning reported consistent improvements in learner attitudes, engagement, and proficiency [13]. In addition, a process-oriented flipped classroom study conducted at Universiti Malaysia Sabah proposed integrating process-based writing instruction with flipped elements to enhance ESL writing performance [14]. While these studies provide valuable insights into flipped classroom implementation, they primarily emphasize outcomes and general perceptions, offering limited examination of the underlying emotional, behavioral, and cognitive mechanisms that shape students’ engagement, particularly in relation to challenges such as independent pre-class learning and uneven participation in collaborative writing tasks. However, these studies largely emphasize effectiveness and learner perceptions, offering limited examination of the processes and mechanisms through which flipped classroom experiences shape students’ emotions, behaviors, and cognitive engagement during ESL writing activities.

Additionally, studies in Malaysia remain limited in examining how flipped classroom designs simultaneously influence emotional, behavioral, and cognitive engagement in ESL writing courses; an issue of growing importance given the diverse learner profiles and contextual constraints found in Malaysian higher education. There is also a lack of qualitative, process-oriented investigations that capture how learners navigate autonomy, emotional regulation, and collaboration demands within authentic flipped ESL writing classrooms.

Hence, addressing this gap requires an in-depth, context-sensitive approach capable of illuminating students’ perspectives and engagement processes as they unfold in practice, rather than relying solely on outcome measures. Accordingly, this study aims to investigate how flipped classrooms influence Malaysian ESL students’ emotions (such as anxiety and self-efficacy), behavioral engagement (including preparation and participation), and cognitive experiences in writing tasks, positioning these dimensions as interconnected processes rather than isolated outcomes [2], [4]. By focusing on these three dimensions simultaneously, the study seeks to uncover the underlying engagement mechanisms that shape learners’ adaptation to flipped ESL writing instruction.

Moreover, through examining these engagement pathways in an authentic classroom setting, the study seeks to provide a more nuanced understanding of how flipped learning operates in practice and how instructional support can be designed to address learners’ varied needs. As a conceptual framing for the study, Table I presents the engagement pathway under the flipped classroom, illustrating the interrelationship between emotional, behavioral, and cognitive dimensions.

To guide the aforesaid objective, the three following research questions were formulated:

• What are students’ emotional experiences of the flipped classroom approach in an ESL writing course?
• What are students’ behavioral experiences of the flipped classroom approach in an ESL writing course?
• What are students’ cognitive experiences of the flipped classroom approach in an ESL writing course?

This conceptual framing provides the theoretical basis for adopting a qualitative single-case design and applying Burnard’s thematic analysis to examine emotional, behavioral, and cognitive engagement as interconnected dimensions of learning.

II. METHODS

This study employed a qualitative research approach to capture students’ accounts of the flipped classroom within their specific course setting, privileging rich description and meaning over measurement [15]. Qualitative inquiry was chosen because it enables close examination of processes, context, and variation in experience that are not easily reduced to variables or scales [16]. Specifically, the study examined one intact ESL writing class in which a flipped classroom approach was implemented over a fourteen-week semester, allowing close observation of students’ engagement as it unfolded within an authentic instructional setting.

A purposive sampling strategy guided recruitment to secure information-rich cases aligned with the study aim [17]. Five participants of Diploma students from Universiti Teknologi (MARA) were selected. Participants were eligible as they enrolled in the English course that implemented a flipped classroom, included both male and females, volunteered to participate, and came from different academic programs to widen the range of perspectives; this reflects maximum-variation purposive sampling to capture diversity across key characteristics [16]. Although the sample size was small, each participant was treated as an information-rich case, enabling in-depth exploration of individual experiences rather than cross-case generalization.

To meet the criteria for this case study, five participants were selected from those enrolled in the English course, which spanned fourteen weeks. As part of the flipped classroom design, the participants engaged with the teaching videos for ten weeks, and the interview sessions were conducted in week thirteen. The flipped classroom design consisted of short, structured instructional videos (approximately 10–15 minutes each) delivered weekly, focusing on key writing components such as essay structure, paragraph development, language use, and example analysis. Videos followed a consistent structure comprising explanation, worked examples, and brief prompts to guide students’ preparation for in-class tasks. During face-to-face sessions, class time was devoted to applied writing activities, including individual drafting, guided brainstorming, peer discussion, and collaborative writing tasks, with the instructor providing clarification and feedback as needed. To contextualize the participants and support the purposive sampling strategy, Table II summarises the demographic profiles of the five Diploma students involved in the study.

	Student 1	Student 2	Student 3	Student 4	Student 5
Age	19	19	19	19	19
Gender	Female	Female	Male	Male	Male
Program of Study	Information Management	Information Management	Mass Communication	Information Management	Mass Communication

All participants were 19 years old and enrolled in the same course, which allowed the study to control age-related and curricular variation while focusing on differences in engagement experiences. The final sample size was determined by data saturation, defined as the point at which additional interviews no longer yield new codes or themes that advance understanding of the phenomenon [18]. Primary data were collected through semi-structured, one-to-one interviews, which minimized social influence and conformity pressures present in group settings [19],[20]. This approach provided a consistent set of core questions while allowing flexible probes and open-ended responses, enabling participants to articulate their views on the flipped classroom in depth and in their own words [16],[19].

The interview protocol was explicitly aligned with the three dimensions of engagement, with questions designed to elicit students’ emotional responses (e.g., anxiety, confidence), behavioral experiences (e.g., preparation and participation), and cognitive processes (e.g., understanding, problem solving) related to the flipped classroom. Open-ended probes were used to encourage reflection on both positive and challenging experiences, allowing the inclusion of divergent and less favorable perspectives alongside positive accounts.

This study adopts an interpretivist–constructivist stance, recognizing multiple realities shaped by context and perspective, and presentingfindings as situated interpretations rather than objective truths [21]. It employs in-depth, naturalistic methods such as interviews to foreground participants’ meanings, with an iterative design that allows data collection and analysis to evolve as insights emerge [22].

Credibility and dependability of findings were enhanced through multiple strategies. First, triangulation of investigators and data sources was used to corroborate interpretations and reduce single-observer bias [21],[23]. Second, member checking was undertaken by returning synthesized interpretations to participants to assess accuracy and resonance with their experiences [24]. Third, cross-checking involved independent coding and comparison among researchers, with discrepancies discussed until agreement to strengthen analytic consistency [25].

Data analysis followed Burnard’s qualitative content analysis framework, a stage-by-stage procedure in which transcripts are repeatedly read, open-coded, and grouped into categories that are reviewed, refined, and subsumed into higher-order themes to produce a coherent account grounded in the data [26]. The approach emphasizes systematic coding, reduction of overlapping categories, and checks that all relevant text segments are assigned to a category to maintain an auditable, transparent analytic trail [26]. In practice, transcripts were first open-coded inductively, after which codes were grouped and reviewed in relation to emotional, behavioral, and cognitive engagement. Categories were then refined through constant comparison across participants before being consolidated into overarching themes.

First, the interpretations presented here are necessarily shaped by researcher positionality, prior knowledge, and interactions with participants. Rather than aspiring to “immaculate perception,” we engaged reflexively to surface and critically examine these influences [27],[28]. Second, the purposive, context-bounded sample privileges depth over breadth. As such, the study does not claim statistical generalizability. Instead, we aim for transferability by providing thick, relevant description so readers can judge the fit to their contexts [21],[29]. Transferability is therefore supported not through representativeness but through detailed contextual description that enables readers to assess relevance to comparable ESL writing settings.

Third, qualitative meanings are time-sensitive and may shift with different participants, settings, or historical moments; another team, at another time, could justifiably produce different interpretations [15],[22]. Finally, while the study prioritizes depth, practical constraints such as recruitment windows, access, and participant availability limit the range of perspectives included. Particular attention was given to negative or variant cases that participants whose experiences diverged from dominant patterns, as these cases offered critical insight into the limits of the flipped approach and enhanced the depth, balance, and credibility of the analysis. We addressed these constraints by seeking negative/variant cases, maintaining an audit trail and data displays, and triangulating sources where feasible to enhance credibility and dependability [16], [25], [21],[30].

III. RESULTS

The interview protocol was designed to investigate students’ engagement in an ESL writing flipped classroom, with particular attention to its emotional, behavioral, and cognitive dimensions. Following the thematic analysis, Table III provides an overview of the main themes identified across the emotional, behavioral, and cognitive dimensions of engagement.

Theme	Sub-themes / Key Findings
Emotional Engagement	Motivation
	Stress
	Engagement
	Relief
	Confidence
	Frustration
Behavioral Engagement	Improved in-class engagement
	Enhanced peer collaboration and interaction
	Greater learner autonomy and responsibility
	Improved writing skills and confidence
	Challenges and limitations of the flipped approach
Cognitive Engagement	Sustained focus and cognitive engagement
	Deeper understanding and knowledge acquisition
	Enhanced writing skills and problem-solving abilities
	Autonomous and peer-supported learning

These themes are elaborated in the following sections using participants’ excerpts and interpretive analysis.

A. Students’ Emotional Responses to the Flipped Classroom Approach in an ESL Writing Course

The flipped classroom in this ESL writing context tended to empower students by reducing anxiety and improving engagement for many, while simultaneously posing difficulties for others who struggled with self-directed aspects. The approach elicited a spectrum of emotional responses where respondents reported positive emotions such as relief, happiness, increased confidence, motivation, and engagement in their learning. However, a subset of students expressed stress, frustration, or demotivation with the flipped approach. These negative feelings were often linked to challenges such as lack of immediate guidance from instructors, technical issues with online materials, or difficulty staying focused outside a traditional classroom setting.

1) Theme 1: Motivation (combine with demotivation)

Motivation was a prominent theme, encompassing both increased enthusiasm and, conversely, lack of motivation (demotivation) toward writing tasks under the flipped classroom approach. Several students experienced a boost in motivation, feeling energized by the interactive and student-centered nature of the flipped class. For instance, Student 5 from Mass Communication program reported discovering new drive and enjoyment in the group-based activities of the flipped class: “the Flipped Classroom actually helped me a lot in a way to engage more with others. I also feel motivated”. The collaborative learning environment where peers supported each other appeared to empower this student, alleviating some of his anxiety and thereby increasing his motivation to participate. The phrase “I also feel motivated” signals that, beyond specific skills, the flipped format inspired a general eagerness to learn.

However, the data also revealed instances of demotivation linked to the flipped approach, especially for students who struggled without immediate instructor guidance. Student 2 from Information Management program, confessed that “sometimes I feel demotivated… I feel like no one can guide me” when trying to learn from videos alone. This student loved learning but “lost track” when expected to self-direct her study outside of class, leading to a notable dip in motivation. The absence of a lecturer’s real-time feedback or encouragement made it challenging for her to stay driven. She rated her experience with the method quite low (4 or 5 out of 10), implying a significant motivational shortfall. Thus, motivation levels diverged among students: those who thrived in the autonomous, interactive format became more motivated, while those who preferred structured, teacher-led instruction experienced reduced motivation and even disengagement.

2) Theme 2: Stres

The theme of Stress emerged primarily in negative terms, with some students experiencing anxiety, overwhelm, or tiredness due to the flipped classroom format. Notably, one student (Student 2 from Information Management program) described feeling stressed and lost when left to learn material on her own before class. She explained, “I feel kind of stressed and tired… because I feel like I don’t know what I’m doing now”. This statement illustrates how the flipped model, which requires students to grasp lesson content independently prior to class, can induce stress for those who lack confidence in self-study. Without the immediate reassurance of the instructor, Student 2 felt uncertain (“don’t know what I’m doing”) and exhausted from trying to teach herself, reflecting academic stress and mental fatigue. The wait until the next day’s class to get clarification amplified her anxiety.

However, it is important to note that not all students found the flipped classroom stressful. Some experienced the opposite (as discussed under the Relief theme). For example, Student 1 from Information Management program, explicitly said she felt “relieved” by the method, which implies a reduction of her prior writing-related stress. Student 5 from Mass Communication program also mentioned suffering from anxiety in traditional settings, yet found the flipped classroom helped reduce that anxiety by building his confidence (he noted a “drastic” increase in confidence, which likely eased his stress). In these cases, being able to preview materials at their own pace before class or working in a comfortable peer setting alleviated the pressure they normally felt in writing tasks.

Despite these positive cases, stress was a significant factor for at least one participant who struggled with the flipped format. The source of stress was linked to feeling unsupported and having to wait for help. Additionally, minor stressors were noted, such as technical difficulties (poor internet connectivity or confusing videos), which created frustration and could elevate stress levels. However, students who reported stress or confusion often linked these emotions to uncertainty during independent pre-study, suggesting that insufficiently explicit guidance in the pre-class materials heightened emotional strain rather than alleviating it. In summary, the flipped classroom can both alleviate or aggravate stress depending on the student: those who value preparedness and autonomy felt less stress, whereas those who needed immediate lecturer’s input felt more stress in the interim.

3) Theme 3: Engagement

Nearly all participants discussed how the flipped classroom affected their level of engagement in learning activities, whether positively or negatively. A common sentiment among the students was that the flipped format encouraged greater participation and involvement in class for those who embraced it. Having studied the video lessons beforehand, participants like Student 1 from Information Management felt more ready to contribute: “I understand more, so when I understand more, I tend to participate more in class”. This highlights a critical advantage of the flipped approach that pre-class preparation can boost in-class engagement. Similarly, Student 3 from Mass Communication program observed that because he already knew the topic from the video, he was eager to answer questions in class, indicating heightened engagement and interactivity. These accounts show that flipping the classroom can transform typically passive students into active contributors by increasing their confidence and readiness to engage.

In addition to intellectual engagement, students reported emotional and social engagement. Student 5 from Mass Communication program, for instance, described being “fully engaged with the task given” during class, largely because the format involved group work and communication with peers. He noted that working closely with teammates whom he was comfortable which made the learning process enjoyable and absorbing, to the point where he was completely involved in the activity. The flipped classroom’s collaborative element thus fostered a sense of engagement through peer interaction and teamwork, making learning a more connected experience.

On the other hand, the findings also underscore challenges in engagement for some students, particularly related to the out-of-class component. Student 2 from Information Management program admitted that she often found it “hard to get on track to study” with the flipped model and that she “tends to get distracted” when learning from videos at home. She confessed that during the video lectures, she would sometimes do other things (like eating or multitasking), which reduced her focus. In contrast, she felt “more focused” in a traditional face-to-face lecture environment where the physical presence of the instructor kept her attentive. This contrast reveals that self-discipline and learning environment play a role in engagement whereas not all students are equally able to remain engaged with asynchronous materials. For Student 2, the flipped classroom led to moments of disengagement before class, even if in-class time was meant for active learning.

In summary, student engagement in the flipped ESL writing course was strongest during in-class activities, where students arrived prepared and actively participated through peer collaboration and interaction. However, sustaining engagement in the pre-class phase proved more challenging, as distractions and limited accountability sometimes hindered independent study.

4) Theme 4: Relief

One of the most notable positive emotions students experienced was a sense of relief, characterized by ease and reduced anxiety, fostered by the flipped classroom approach. Several students described feeling relieved or pleasantly surprised by how the flipped method made learning and writing less intimidating. For example, Student 1 from Information Management program shared, “I feel a bit relieved and happy because [this method] made [writing] easier for me”. Before the flipped classroom, writing essays in English may have been a source of stress or uncertainty for her. After experiencing the flipped approach, she explicitly linked her relief and happiness to the perceived ease of writing with this method. Having the essay format and content introduced via video beforehand meant she could grasp the material at her own pace, leading to a more relaxed mindset when actually doing the writing in class.

Student 3 from Mass Communication program echoed this sentiment, noting that the flipped classroom gives students “a little bit of relief because… after the lecturers give the flipped classroom, the student knows what they want to learn”. This comment highlights the anxiety-reducing effect of preparedness. In a traditional class, students might come in not knowing what will be taught, which can be unsettling. With the flipped model, by the time class begins, students like Student 3 already have an idea of the content and can anticipate the lesson. This prior exposure seems to alleviate fear of the unknown, allowing them to feel more at ease. Essentially, the flipped classroom provided clarity and structure in advance, which translated into emotional relief where students were no longer “in the dark” before class.

Moreover, relief was tied to having resources to fall back on. Student 4 from Information Management program expressed happiness with the method for a similar reason: “when I watched the video, I was ready to do writing in class… when I’m at my room, I can refer back to the video, so it makes it easy to do writing”. Knowing that the instructional video was available for review gave him comfort; he could double-check the material anytime, thereby reducing pressure during writing tasks. This safety net contributed to a feeling of relief and confidence (he rated his experience 9/10).

In sum, the theme of Relief captures how the flipped classroom eased emotional burdens that students typically carry in an ESL writing course. By making difficult tasks “easier,” offering pre-class insights, and providing reusable learning materials, the flipped approach helped students approach writing with less fear and more assurance. They felt relieved from the strain of having to figure everything out on the spot. This positive emotional outcome is a key benefit of flipping in this context that it created a more relaxed and supportive learning atmosphere from the student perspective.

5) Theme 5: Confidence

A significant emotional impact of the flipped classroom was an increase in student confidence, particularly in their writing abilities and in-class participation. Multiple students reported feeling more confident as a result of having a clearer understanding and more practice before facing high-stakes tasks. For instance, Student 5 from Mass Communication program, who admitted to suffering from anxiety, experienced a remarkable boost in self-confidence: “my confidence is… increasing very drastically because I suffer from anxiety”. He attributes this improvement to the flipped classroom, indicating that by engaging more with others and perhaps mastering content beforehand, he overcame some of his anxiety. The word “drastically” emphasizes that the change in confidence was not minor and the flipped approach had a profound empowering effect on him. With reduced anxiety, he felt more self-assured in contributing to group work and tackling writing assignments.

Similarly, Student 4 from Information Management program observed, “I notice a big change… sometimes I feel confident [in writing]” after using the flipped method, whereas before, he often relied on a friend for help (Student 4). This comment illustrates growing academic self-efficacy. Initially, Student 4 lacked confidence in his grammar and would seek a friend’s assistance to avoid mistakes. After watching the instructional videos and practicing, he could often write on his own and sometimes felt confident a marked improvement. Although he still occasionally wanted peer support (showing his confidence was not absolute), the trend was clearly towards greater independence and self-reliance in writing.

Student 1’s experience from Information Management program, reinforces this pattern of increased confidence and autonomy. She stated that before the flipped classroom she “tend[ed] to Google a lot regarding grammar” when writing, but after learning with this method, “I find it a bit easier and I can write by myself without using Google”. This is strong evidence of improved self-confidence in skills where she no longer needed external help for every detail. The flipped classroom, by providing clear formats and examples, gave her the knowledge to trust her own writing ability. She even rated her confidence in using the method as 9/10, reflecting high self-assurance.

Overall, the Confidence theme captures how the flipped classroom fostered a sense of competence in many students. By equipping them with preview materials and freeing up class time for practice and feedback, the approach allowed students to gradually master content and thus feel more confident in their capabilities. They experienced what could be termed empowerment: previously anxious or unsure learners became more self-confident writers and participants. This emotional gain is particularly crucial in an ESL context, where confidence can greatly affect language use and performance. It should be noted that this increase in confidence was not universal that one student (Student 2) did not report any increase in confidence, likely due to her discomfort with the format however for the majority, flipped learning was a confidence booster that enabled them to engage in writing tasks with less fear and greater self-belief. Besides that, this increase in confidence appeared to be triggered by specific teaching events, particularly students’ prior exposure to writing concepts through pre-class videos and the opportunity to apply these concepts during low-stakes in-class drafting activities with immediate clarification from the instructor.

6) Theme 6: Frustration

The flipped classroom did elicit some frustration among students, mainly related to the method’s implementation and the demands it placed on learners. Frustration was evident, especially in students who encountered obstacles in the learning process that impeded their progress or comfort. One common source of frustration was technical or logistical issues. Student 2 from Information Management pointed out that “it’s kind of hard to learn [with flipped classroom] because sometimes we have internet connection problems or… we might not understand the video”. This quote highlights frustration stemming from practical difficulties such as unreliable internet made it challenging to watch the required videos, and even with a good connection, the content of the video might be unclear without the instructor’s immediate explanation. Such hurdles left Student 2 feeling that the flipped approach was hard, reflecting annoyance and discouragement. The inability to ask questions in the moment of confusion (unlike in a live lecture) could exacerbate this frustration.

Another area of frustration was the lack of immediate feedback and guidance inherent in the flipped model. As discussed earlier, Student 2 felt unguided and had to wait until class to resolve doubts, which frustrated her learning process. She expressed that if she brainstormed or wrote something on her own at home, there was no way to be sure it was correct until later, whereas in a traditional class the instructor could instantly confirm or correct her work. This delay in feedback made her anxious and impatient, a clear sign of frustration with the format’s timing gap between learning and clarification.

Additionally, one student raised concerns about the peer-teaching aspect of the flipped classroom, revealing a unique form of frustration. Student 5 from Mass Communication program stated, “the Flipped Classroom is fun, but I do not support it very much because… I prefer a lecturer to teach us rather than the students themselves… other students are more focused on their parts and… just focus on their part and not the others”. Here, Student 5 is describing a scenario (likely a flipped-class group presentation or jigsaw activity) where students were responsible for teaching each other. His frustration lies in the uneven participation: he perceived that some classmates only cared about their own segment of work and disengaged from others’ contributions. This made the learning feel incomplete or unfair to him. Despite finding the method fun, he was dissatisfied with peer reliability, preferring a lecturer-led approach to ensure full coverage of material. This indicates frustration with group dynamics and a concern that the flipped model’s reliance on student initiative might lead to gaps in learning if peers are not equally committed.

In summary, the frustration theme reflects the affective barriers that emerged in the flipped classroom, where technological breakdowns, delayed feedback, and unequal peer contributions disrupted students’ learning flow. Such frustrations not only triggered stress and demotivation but also constrained emotional engagement, a key dimension of overall participation. Addressing these barriers through enhanced accessibility, timely instructional support, and clearer collaborative structures is therefore critical to sustaining positive engagement and optimizing the benefits of flipped learning.

In addressing the research question, “How does the flipped classroom approach influence students’ emotions in an ESL writing course?”, the findings indicate that it affects emotions in multiple ways. The flipped classroom tends to intensify emotional responses, offering significant benefits for students who value autonomy and interaction, while creating challenges for those who require greater guidance and structure. The approach can foster motivation and confidence yet also lead to stress and frustration depending on individual student circumstances. This analysis offers a distinction and evidence-based perspective on student emotions in flipped learning and contributes to the refinement of pedagogical practices to support diverse learners.

B. Behavioral Impact of the Flipped Classroom Approach in ESL Writing Course

Through a structured thematic analysis of student interview transcripts, it has been found that the flipped classroom approach led to notable behavioral changes in an ESL writing course. It increased students’ engagement during class, fostered a collaborative learning community, and promoted greater self-directed learning and confidence in writing. These positive changes were tempered by some challenges, such as initial adaptation difficulties and the need for better facilitation of brainstorming and teamwork.

1) Theme 1: Improved in-class engagement

Students reported being more actively engaged during class sessions as a result of the flipped classroom format. Having accessed lecture content and materials beforehand, they came into class better prepared to focus and participate. Several respondents described heightened concentration and a greater willingness to contribute during class. For example, one student explained that “I tend to focus more during the real-time class because I already did it at home… I feel like I need to participate more in the class” (Student 1). This comment reflects a common sentiment that pre-class preparation in the flipped model led to increased attentiveness and a sense of obligation to get involved in class activities. Instead of coming to class cold, students felt “well prepared” (Student 1) and thus more confident in engaging with the lesson or answering questions. In short, the flipped approach transformed some students from passive listeners into active participants, improving their on-task behavior and participation during ESL writing lessons.

2) Theme 2: Enhanced Peer Collaboration and Interaction

Another clear influence of the flipped classroom was a boost in peer-to-peer learning and communication. With basic content covered before class, class time could be used for collaborative tasks (such as group essays or projects), thereby increasing interaction among students. The flipped classroom fostered a supportive peer network, where students actively engaged with each other to enhance their understanding and complete writing projects.

For example, “I tend to discuss the points in the essays with my classmates. They help me and I help them,” said one student, describing a new norm of mutual support in writing assignments (Student 1 from Information Management program). Similarly, another student observed that “the collaboration with my friends [has] become a lot [more] compared to before” (Student 2 from Information Management program), referring to a noticeable increase in teamwork on tasks like exploratory essays. Students worked together more frequently under the flipped model like sharing ideas, exchanging feedback, and collectively solving problems. This collaborative behavior signifies that the flipped classroom can cultivate a community learning environment. Even Student 4 from Information Management program, who sometimes needed assistance, acknowledged that the approach “improved me to do some more work with my friends”, highlighting that peer collaboration became an integral part of the learning process. The participation increased was closely associated with the use of structured in-class activities, such as guided brainstorming and peer discussion, which provided clear expectations and encouraged students to contribute without fear of making mistakes. Overall, the flipped classroom fostered a supportive peer network, where students actively engaged with each other to enhance their understanding and complete writing projects.

3) Theme 3: Greater Learner Autonomy and Responsibility.

The flipped classroom approach appeared to encourage students to take more control of their own learning and develop self-regulation skills. Because students are expected to review lectures or videos before class, they must manage their time and learning tasks more independently. Respondents reported a greater sense of responsibility in keeping up with pre-class work and improved time management. The students build autonomy in choosing what to focus on and identifying areas they need to work on and responsibility for their part in the learning process.

For instance, student 2 from Information Management program appreciated that under the flipped system “we got more time to study … and to do more preparation before going to class”. This extra preparation time translated into students feeling accountable for coming to class ready. Another student explicitly mentioned that the approach “helps you to strengthen your responsibility”, explaining that when you know you are “assigned to present in class,” it forces you to prioritize tasks and not procrastinate (Student 5 from Mass Communication program). Learners became more punctual and disciplined, as noted by Student 2 who said, “Yes, it does. It makes me more punctual… I can do a lot of stuff according to the time that I have”. These accounts demonstrate that flipped learning shifts some responsibility from the instructor to the student: students must engage with materials on their own and come prepared, effectively practicing self-study. In doing so, they build autonomy in choosing what to focus on and identifying areas they need to work on and responsibility for their part in the learning process. This theme highlights an important behavioral change: students develop into more self-directed learners with better study habits under the flipped classroom model.

4) Theme 4: Improved Writing Skills and Confidence

A theme central to the ESL writing course context was how the flipped classroom influenced students’ approach to writing tasks. Respondents indicated that learning in a flipped format made writing assignments feel more manageable and boosted their confidence in writing. They attributed this to having access to instructional content (such as essay format guides or grammar lessons) ahead of class, which reinforced their understanding of writing techniques.

For example, “This flipped classroom can help me and my friends in writing… all of us are comfortable with it… it’s really helpful and can be understood easily,” student 1 from Information Management program noted, referring to improvements in writing skills and the ease of grasping writing concepts. Specifically, participants mentioned benefits like finding it easier to identify key components of an essay (for example, “finding the topic sentence is very easy” after using the flipped materials, according to Student 1) and learning how to engage readers (Student 3 from Mass Communication program mentioned learning to write an “attention getter” for essay introductions). Another student stated, “I can easily make more writing because of the Flip Classroom,” suggesting an increase in writing productivity or fluency (Student 4 from Information Management program). These remarks imply that the flipped classroom provided a stronger foundation (through pre-class videos or readings on writing) that translated into more effective writing practices during class and assignments. Students felt more familiar with the writing process and formats, which in turn made them more confident in tackling essays. In sum, the flipped approach not only influenced general behavior but also had a subject-specific impact: that it enhanced students’ writing development by giving them the tools and confidence to improve their work.

5) Theme 5: Challenges and Limitations of the Flipped Approach

While the overall impact of the flipped classroom was positive, students did voice certain challenges and limitations in this approach. This theme encompasses those negative or less favorable experiences that influenced student behavior.

One issue raised was the lack of real-time brainstorming or idea generation when learning from videos alone. “Sometimes I feel stressed out to think [of] ideas because I don’t get to brainstorm… since we have to listen to audio and watch the videos only,” explained student 2 from Information Management program. This suggests that the flipped format, which often involves solitary pre-class study, might limit interactive idea development and leave some students anxious when they have to come up with ideas on their own. Another challenge pertained to communication and technology: the same student mentioned occasionally missing important notifications from the lecturer and having internet connectivity problems (Student 2), which could hinder timely preparation and cause frustration. Additionally, the increased emphasis on group work in a flipped classroom was a double-edged sword; while collaboration generally improved (as noted in Theme 2), not all group experiences were positive. Student 5 from Mass Communication program observed that “some of the students do not cooperate very good with their teammates… when it’s a group assignment… it makes the others even hard for their time”. In other words, if certain group members failed to pull their weight or communicate, it placed a burden on others, a challenge that can dampen the benefits of collaboration. In contrast, instances of limited participation were often linked to unclear role allocation during collaborative writing tasks, indicating that behavioral engagement depended not only on the flipped format but also on the clarity of task structure. Finally, student 4 from Information Management program admitted being “a bit late to understand the Flip Classroom”, indicating that adjusting to this new mode of learning can itself be a challenge for some students initially. These limitations show that the flipped classroom is not a one-size-fits-all solution; individual differences in adaptation, technical infrastructure, and group dynamics can influence how successful the approach is for each student.

The findings indicate that the flipped classroom approach transformed some students from passive listeners into active participants, enhancing on-task behavior and classroom participation in ESL writing lessons. It fostered a supportive peer network where students collaborated to deepen understanding and complete writing projects, while also building autonomy, responsibility, and self-direction through improved study habits. Importantly, the approach not only influenced general behavior but also contributed to writing development by equipping learners with tools and confidence to refine their work. Nonetheless, the effectiveness of the flipped classroom varied across individuals due to differences in adaptation, technological access, and group dynamics. These challenges highlight the need for adequate support, such as training students to learn from videos, providing reliable communication channels, and facilitating effective collaboration, to optimize the behavioral and academic benefits of the flipped classroom.

C. Cognitive Impact of the Flipped Classroom in an ESL Writing Course

The flipped approach largely promotes positive cognitive outcomes: respondents tend to be more engaged and focused, gain a deeper understanding of writing content, and develop their writing skills and problem-solving abilities through active learning. This method encourages independent learning and peer collaboration, which further supports cognitive growth. However, some respondents encounter challenges, such as reduced motivation to think critically without structure or difficulty adjusting to video-based learning, and a few did not initially perceive significant differences from traditional teaching.

1) Theme 1: Sustained Focus and Cognitive Engagement

One prominent theme was that the flipped classroom fosters greater student focus and engagement during learning activities. Students found the flipped approach more stimulating and less tedious than traditional lecture-based classes, which led to sustained attention. The availability of online resources in a flipped classroom, if not managed well, can lead some learners to disengage from active thinking, relying on quick answers instead. Nevertheless, the overall trend from the data is that most students felt more focused and mentally involved in the flipped setting, finding it more engaging than the lecture-based approach.

For example, Student 1 from Information Management program shared that compared to conventional teaching, the flipped method kept her from losing interest: “the traditional teaching methods tend to get a bit boring… with this flipped learning method, I find that I can focus until the end of the class”. She attributed this extended focus to an increase in understanding, noting it’s “really easy for me to understand” in the flipped format, which in turn enabled her to “focus more in the class”. This indicates a positive feedback loop between comprehension and attention: as content became clearer, her mind didn’t wander, and she stayed cognitively engaged through the lesson.

Similarly, Student 4 from Information Management program reported an overall improvement in his thinking processes with the flipped classroom, stating “in the Flip Classroom, my thinking was better than when I’m using the traditional way”. This suggests that the flipped model actively involved him in thinking through the material, thus engaging his cognitive faculties more effectively than passive listening did. These accounts illustrate that the interactive, student-centered activities in a flipped classroom (such as preparing lessons beforehand and applying knowledge in class) can heighten students’ mental involvement. They are not only paying more attention, but also actively processing information throughout the class.

It should be noted that this positive effect on engagement was not universal. One student offered a contrasting perspective, cautioning that the flipped approach could sometimes lessen the push to concentrate or think deeply. Student 2, for instance, enjoyed the intellectual challenge of traditional classes and “love[d] to challenge [her]self to think more”, but found that “this flipped class… makes me kind of lazy a bit to think” because of the ease of looking up information. She admitted “I do prefer the traditional one” in terms of cognitive effort. This highlights that while many students experienced increased cognitive engagement, a few felt the opposite. The availability of online resources in a flipped classroom, if not managed well, can lead some learners to disengage from active thinking, relying on quick answers instead. Nevertheless, the overall trend from the data is that most students felt more focused and mentally involved in the flipped setting, finding it more engaging than the lecture-based approach.

2) Theme 2: Deeper Understanding and Knowledge Acquisition

Another strong theme was the flipped classroom’s role in deepening students’ understanding of the course material. Students repeatedly mentioned that their comprehension of writing concepts improved under the flipped model. The flipped classroom often requires students to preview materials (like video lectures) and then apply knowledge during class, it appears to reinforce understanding in a way that passive listening does not.

Several students explicitly stated that the flipped approach enhanced their understanding. Student 5 from Mass Communication program, for example, reflected that after some initial adjustment, “when we discuss in the classroom, basically it enhanced my understanding in learning… the Flipped Classroom… can provide me the deeper understanding”. This quote illustrates how interactive discussion sessions in class helped solidify his grasp of the content, giving him a more profound understanding over time. The phrase “deeper understanding” suggests that he moved beyond surface-level learning to a more thorough mastery of writing skills and concepts. This cognitive gain appeared to result from the combination of explicit modelling in pre-class videos and opportunities to immediately apply strategies during in-class writing tasks, reinforcing learning through practice and feedback.

Student 2 from Information Management program also acknowledged improved understanding as a benefit, particularly through observing peers’ work during presentations. She explained that “when we present, we can see other people’s work… so we can understand more and we can improve more”. By comparing her approach with classmates’ approaches, she was able to identify gaps or errors in her own understanding and correct them: “if my part [is] wrong, I can… see my friend’s part to compare which one is correct or not”. This peer learning aspect of the flipped classroom contributed directly to her cognitive gain, as it enabled her to grasp the material more clearly and learn from others’ ideas. Repeated exposure to learning resources was another factor; Student 2 noted she could “watch videos again and again… if I want to find new ideas for my essay”, meaning that she could reinforce her understanding by revisiting the instructional content at her own pace.

Student 1’s earlier comment also ties into this theme: she said it was “really easy for me to understand” the lessons in a flipped setting, which not only kept her focused (as noted in the previous theme) but also indicates that her cognitive processing of the material was enhanced. Student 4 from Information Management provided a concrete example of knowledge gain: before the flipped classroom, “I actually [didn’t] know how to start the Introduction… the Body Paragraph… and the Conclusion” of an essay, but “with the Flip Classroom, now I already know how to start the Introductory Paragraph [and] the Body Paragraph”. This demonstrates a clear acquisition of knowledge that in this case, understanding the structure of an essay that the student attributes to the flipped approach.

Even Student 5 from Mass Communication program, who initially remarked that the flipped method felt “the same as the traditional method” in terms of results, went on to describe how, as he engaged more with the flipped process, his understanding improved significantly. Initially, he struggled because “I didn’t know the pattern of the essay… we as a group need to figure out [by] ourselves how to construct the essay”, indicating a temporary gap in understanding when first confronted with the flipped model’s demands. However, through group effort and class discussions, his comprehension grew: “when we attend… the classroom [discussion], basically it enhanced my understanding… the Flipped Classroom… can provide me the deeper understanding”. This evolution underscores that the flipped classroom can eventually lead to superior understanding, even if students require an adjustment period to get there.

3) Theme 3: Enhanced Writing Skills and Problem-Solving Abilities

The flipped classroom setting gave students opportunities to build and apply their writing skills actively and to solve problems in real time (e.g., figuring out essay organization or addressing errors in their work).

Improvement in writing skills was a notable outcome. Student 4 from Information Management program explicitly stated that “the Flip Classroom was very good for me to improve the writing”. He elaborated that prior to experiencing the flipped approach, he struggled with fundamental aspects of essay writing: “before this, I actually [didn’t] know how to start the Introduction… Body… and the Conclusion” of an essay. After learning through the flipped classroom, however, he had mastered these skills: “now I already know how to start the Introductory Paragraph [and] the Body Paragraph”. This indicates that the flipped model helped him acquire structured writing skills and confidence in constructing essays a significant cognitive skill in an ESL writing course. Similarly, Student 5 from Mass Communication program mentioned that although he “was struggling” initially with understanding essay patterns on his own, eventually “the Flipped Classroom… enhanced my understanding in learning” how to construct essays, implying an improvement in his writing competency as well. By having students actively work on writing tasks and seek out information, the flipped approach seems to have facilitated learning-by-doing, which translated into better writing outcomes.

In terms of problem-solving abilities, Student 4 from Information Management program reported a direct benefit: “Yes, I think it has enhanced my problem-solving abilities”. This can be interpreted in the context of overcoming difficulties in the writing process. For instance, he alluded to the challenge of figuring out how to write an introductory paragraph and noted that “the video helped me”, suggesting that using flipped classroom resources enabled him to solve what was previously a problem. The flipped model often requires students to take initiative in troubleshooting their understanding (e.g. re-watching a lecture video to grasp a concept or working through essay revisions), thereby exercising and improving their problem-solving skills. Student 5’s experience also reflects this experience where he faced with the initial problem of not knowing the essay format, he and his group “need[ed] to figure out ourselves” how to do it. This process of self-directed discovery and group problem-solving in the flipped classroom likely honed their ability to tackle complex tasks without immediate instructor intervention.

Furthermore, as students became more comfortable with the flipped approach, tasks that once felt challenging became easier; an indication of skill development. Student 4 from Information Management program noted that “I got challenged by writing the essay before… now…I use the Flip Classroom… my challenge is already going down”. This suggests that what was once a cognitively demanding task (essay writing) became more manageable after practicing it through flipped classroom activities, evidencing growth in skill and reduction in cognitive load.

Overall, the flipped classroom setting gave students opportunities to build and apply their writing skills actively and to solve problems in real time (e.g., figuring out essay organization or addressing errors in their work). This hands-on practice and problem-solving, guided by pre-class materials and in-class activities, positively influenced their cognitive skill set in the domain of writing.

4) Theme 4: Autonomous and Peer-Supported Learning

The students’ comments show that the flipped approach encouraged them to take charge of their own learning using available resources, while also leveraging collaboration with classmates which both had cognitive benefits.

On the autonomous learning side, students had to engage with instructional content on their own, often through technology. They reported taking advantage of the flexibility to learn at their own pace. For example, Student 2 from Information Management program mentioned “I can search or I can watch videos again and again… if I want to find new ideas for my essay”. This indicates she was using online videos as a self-study tool, replaying them as needed to fully grasp how to write the essay. This ability to control the timing and frequency of content exposure likely reinforced her understanding and memory. Similarly, Student 5 from Mass Communication program noted “I need to re-watch the video a few times” to learn effectively, demonstrating self-regulation in his study habits. He identified that one viewing was not enough for him to understand the material, so he took the initiative to review it multiple times. Such self-directed strategies are cognitive skills in themselves (metacognitive awareness of one’s learning needs and adjusting accordingly), fostered by the flipped classroom’s structure.

In addition to videos, students also used internet searches to supplement their learning (Student 2 from Information Management program referred to using technologies to search about the essay topic). The flipped classroom’s expectation that students gather information beforehand seemed to make them more active participants in knowledge acquisition, rather than passively receiving information from the lecturer. This independence can deepen cognitive engagement, as students mentally organize and make sense of the material on their own before class.

Peer-supported learning is the complementary side of this theme. The data show that collaboration and sharing among students played a significant role in their cognitive development. Flipped classroom sessions often involve group work, presentations, and discussions, and students highlighted the benefits of these interactions. Student 2’s experience with presentations is a clear example: by presenting and seeing “other people’s work,” she was able to compare and learn, which helped her “understand more” and “improve more”. The cognitive process here is social in nature where understanding was co-constructed by evaluating peers’ approaches and receiving feedback or new perspectives during class.

Students also realized that working with peers could mitigate some of the self-discipline challenges of independent learning. For instance, Student 2 from Information Management program, admitted feeling lazy at times, concluded “I need to do [it] with my friends to not be lazy”. This reveals an understanding that collaboration helped keep her intellectually active and accountable. By engaging in group tasks, she was more motivated to think through problems rather than rely on quick fixes, thereby enhancing her cognitive involvement. Student 5’s account likewise shows a mix of independent and collaborative effort: his group had to “figure out ourselves… how to construct the essay” initially, and later class discussions clarified their understanding. This combination of peer brainstorming and class-wide discussion facilitated learning that he might not have achieved alone, and it improved his comprehension and skills.

Even Student 4 from Information Management program mentioned a collaborative learning attitude when he said, “I’m going to ask my friends… or I can ask the lecturer when I have problems”. This demonstrates that the flipped classroom made him comfortable with seeking help and exchanging ideas as part of learning, rather than solely depending on the lecturer’s one-way instruction. Such interactions likely helped him overcome cognitive hurdles more efficiently (for example, getting tips on writing from a friend or clarification from the lecturer when needed).

In summary, the flipped classroom environment encouraged students to become active, self-reliant learners and also to learn through collaboration. This dual approach had a positive influence on their cognition: students repeatedly accessed and processed learning materials on their own (enhancing understanding and retention), and they engaged in social learning with peers (leading to clarification of doubts and exposure to diverse thinking). Both independent study and peer support emerged as key mechanisms by which the flipped classroom enriched the students’ cognitive experience.

5) Theme 5: Cognitive Challenges and Varied Perceptions

The flipped classroom has clear cognitive benefits, also shed light on its limitations. Key challenges include the need for strong self-regulation to avoid reduced effort or “laziness”, the initial cognitive load of adjusting to a new learning format, and mismatches with some respondents’ preferred learning styles such as difficulty learning from video content. Conversely, some students experienced cognitive overload when pre-class materials introduced multiple concepts without step-by-step scaffolding, highlighting the tension between learner autonomy and the need for structured instructional guidance. Acknowledging these challenges is crucial for instructors to provide the necessary support (such as guidance on time management, additional scaffolding for complex tasks, or alternative resources for those who struggle with certain media) to ensure all respondents can reap the cognitive benefits of the flipped classroom.

On the autonomous learning side, students had to engage with instructional content on their own, often through technology. They reported taking advantage of the flexibility to learn at their own pace. For example, Student 2 from Information Management program mentioned “I can search or I can watch videos again and again… if I want to find new ideas for my essay”. This indicates she was using online videos as a self-study tool, replaying them as needed to fully grasp how to write the essay. This ability to control the timing and frequency of content exposure likely reinforced her understanding and memory. Similarly, Student 5 from Mass Communication program noted “I need to re-watch the video a few times” to learn effectively, demonstrating self-regulation in his study habits. He identified that one viewing was not enough for him to understand the material, so he took the initiative to review it multiple times. Such self-directed strategies are cognitive skills in themselves (metacognitive awareness of one’s learning needs and adjusting accordingly), fostered by the flipped classroom’s structure.

In addition to videos, students also used internet searches to supplement their learning (Student 2 from Information Management program referred to using technologies to search about the essay topic). The flipped classroom’s expectation that students gather information beforehand seemed to make them more active participants in knowledge acquisition, rather than passively receiving information from the teacher. This independence can deepen cognitive engagement, as students mentally organize and make sense of the material on their own before class.

Peer-supported learning is the complementary side of this theme. The data show that collaboration and sharing among students played a significant role in their cognitive development. Flipped classroom sessions often involve group work, presentations, and discussions, and students highlighted the benefits of these interactions. Student 2’s experience with presentations is a clear example in which by presenting and seeing “other people’s work,” she was able to compare and learn, which helped her “understand more” and “improve more”. The cognitive process here is social in nature which understanding was co-constructed by evaluating peers’ approaches and receiving feedback or new perspectives during class.

Students also realized that working with peers could mitigate some of the self-discipline challenges of independent learning. For instance, Student 2, who admitted feeling lazy at times, concluded “I need to do [it] with my friends to not be lazy”. This reveals an understanding that collaboration helped keep her intellectually active and accountable. By engaging in group tasks, she was more motivated to think through problems rather than rely on quick fixes, thereby enhancing her cognitive involvement. Student 5’s account likewise shows a mix of independent and collaborative effort: his group had to “figure out ourselves… how to construct the essay” initially, and later class discussions clarified their understanding. This combination of peer brainstorming and class-wide discussion facilitated learning that he might not have achieved alone, and it improved his comprehension and skills.

Even Student 4 from Information Management program mentioned a collaborative learning attitude when he said, “I’m going to ask my friends… or I can ask the lecturer when I have problems”. This demonstrates that the flipped classroom made him comfortable with seeking help and exchanging ideas as part of learning, rather than solely depending on the lecturer’s one-way instruction. Such interactions likely helped him overcome cognitive hurdles more efficiently (for example, getting tips on writing from a friend or clarification from the lecturer when needed).

The results revealed that, while the flipped classroom demonstrates clear cognitive benefits, the findings also highlight important challenges. These include the need for strong self-regulation to avoid reduced effort, the cognitive load of adjusting to a new format, and mismatches with students’ learning preferences, such as difficulty with video-based content. Perceptions of its effectiveness also vary, as some students may not immediately recognize improvements in their learning.

In summary, the findings across emotion, behavior, and cognition reveal that the flipped classroom approach exerts interconnected influences on students’ experiences in ESL writing. Emotional responses such as motivation, confidence, stress, and frustration directly shape behavioral engagement, where positive emotions encourage active participation and collaboration, while negative emotions can hinder involvement and responsibility. In turn, these emotional and behavioral patterns affect cognitive engagement, as motivated and engaged students demonstrate stronger self-regulation, autonomy, and problem solving, whereas those experiencing stress or frustration may struggle with the cognitive demands of the flipped model. The interplay of these dimensions underscores the importance of balanced instructional support that nurtures positive emotions, guides constructive behavior, and scaffolds cognitive processes to ensure that students adapt effectively and achieve meaningful learning outcomes in ESL writing. Table IV presents the interrelationship among emotional, behavioral and cognitive engagement in flipped ESL writing.

IV. DISCUSSION

The central emotional themes identified, namely motivation, stress, engagement, relief, confidence, and frustration, provide a comprehensive understanding. The findings align with [1], [5] and [7] who found that reductions in writing-related anxiety, improved student’s motivation, sustain learner engagement and improve performance outcomes by promoting active participation and autonomous learning.

Overall, the flipped classroom exerts a multidimensional influence on students’ emotions in ESL writing, fostering motivation, confidence, engagement, and relief while also generating stress and frustration for some learners. These findings highlight the dual nature of emotional responses, shaped by individual needs for autonomy or structured support, and emphasize the need for pedagogical designs that balance flexibility with guidance to support diverse learners. The findings help explain why emotional engagement in flipped ESL writing classrooms is uneven, demonstrating that confidence and reduced anxiety emerge not from the flipped model itself but from the alignment between instructional structure, feedback timing, and students’ readiness for autonomous learning.

The fundamental findings in behavioral engagement that improved in-class engagement, enhanced peer collaboration and interaction, greater learner autonomy and responsibility, improved writing skills and confidence while also addressing challenges and limitations of the flipped approach are aligned with [7], [8] and [9] where the results in their studies found that students’ engagement in flipped learning is driven by the value they see in the tasks and the quality of peer interaction, while high task difficulty reduces their involvement. This has resulted in the challenges and limitations of the flipped approach benefits are lessened when tasks feel too demanding. The present findings extend prior research by showing how behavioral engagement is shaped by specific design features, particularly the presence of clearly structured in-class tasks and explicit expectations for collaboration, rather than by the flipped format alone. Nevertheless, interest and utility values encourage participation, while peer interaction strengthens engagement directly, helps balance the effects of task difficulty, and amplifies the positive influence of utility value.

In summary, the findings highlight the need to design flipped classrooms that combine meaningful and manageable tasks with strong opportunities for collaboration. The findings suggest that flipped learning can strengthen writing development and learner confidence when carefully implemented, though attention must be given to workload balance and maintaining student interest.

The principal findings resulted from the cognitive engagement revealed that flipped classroom instructions enhance both performance and cognitive outcomes for English language learners across diverse contexts. The findings also align with [10], [1] and [5] that flipped classrooms achieved higher overall writing performance, greater motivation, and stronger self-efficacy compared to peers in conventional settings, with the approach also helping to reduce disparities in learning outcomes. This suggests that cognitive engagement is maximized when flipped classrooms integrate guided application and feedback, supporting the view that autonomy must be accompanied by instructional scaffolding to prevent cognitive overload.

Therefore, addressing challenges requires instructors to provide support through time management guidance, scaffolding for complex tasks, and alternative resources for diverse learners. Overall, the results suggest that the flipped classroom can enhance cognitive engagement and writing development in ESL contexts, provided that educators offer strategies to help students adapt to greater autonomy and collaboration. With appropriate support, such as training in self-directed learning and sustained teacher interaction, the flipped model can foster meaningful cognitive growth and mastery of writing skills, as reflected in students’ experiences.

V. CONCLUSION

In summary, the findings reveal that flipped classrooms in ESL writing exert interconnected influences on emotions, behaviors, and cognition. Using a systematic qualitative approach guided by Burnard’s thematic analysis, the study illuminates the mechanisms through which flipped classroom design shapes emotional, behavioral, and cognitive engagement in ESL writing. On an emotional level, students often feel relief, motivation, and confidence, alongside lower anxiety, when pre-class resources are accessible and class sessions emphasize interaction. However, negative emotions such as stress and demotivation may surface when learners encounter technological barriers or when they depend strongly on teacher-centered instruction. From a behavioral perspective, students typically demonstrate better preparation, increased participation, and greater autonomy, while also developing collaborative practices that advance their writing skills. Yet, difficulties in sustaining pre-class preparation and coordinating group work indicate the importance of deliberate instructional support. Cognitively, learners display stronger concentration, deeper comprehension, and enhanced problem-solving skills, but these gains are more sustainable when scaffolding strategies ensure that preparatory tasks remain purposeful and engaging. In practice, this balance can be achieved by embedding step-by-step writing scaffolding in pre-class videos, such as outlining task objectives, modelling sample paragraphs, and previewing common errors, while reserving class time for guided drafting and feedback.

Overall, the study highlights that flipped classrooms can substantially improve writing development when instructors provide clear pre-class guidance, foster self-directed learning, and sustain interactive feedback. For future research, attention should be given to differentiated supports that address varied learner preferences, as well as the role of technological access in ensuring equity and participation. Additionally, structured peer review tools, such as checklists or guided feedback prompts aligned with lesson objectives, can help ensure more equitable participation and more focused collaboration during in-class writing activities. Longitudinal investigations are needed to understand how students adapt to flipped models over time and how such adaptation influences long-term writing proficiency. Comparative and cross-cultural studies could further clarify how contextual differences shape learner engagement and outcomes. Finally, greater attention to the integration of self-regulation training and digital literacy development may offer pathways to enhance resilience, promote deeper learning, and maximize achievement across varied educational settings.

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