Flipped classroom is an instructional approach in which students view explanations and materials prepared by the teacher at out-of-class time to expand collaboration with students in an informal way. In this study, it used as a technology-enhanced educational approach to convey teachings with computer-mediated interaction, such as video recorder, computer-generated lectures, and online conversations. This study investigates EFL students' views regarding the effectiveness of flipped learning on the improvement of their writing skills. A mixed method was utilized, which included assembling quantitative statistics, followed by the quantitative results. The first quantitative phase used a pre- and post-test true experimental design with a control group. Experimental group (a) consists of 35 female students has been teaching with the flipped learning method. Control group (b) is composed of 32 female students and followed traditional face-to-face teaching technique. Two ways Ancova was used to measure the writing improvement in both groups. It was discovered that the EFL students in experimental group outperformed the learners in the control group after treatment procedure. The findings show that the majority of students expressed generally positive attitude toward flipped learning on the improvement of their writing skills.