The current study's objectives are to ascertain how students' writing abilities are impacted by the flipped classroom approach as well as to examine their engagement with and attitudes about this method. An experimental design with a pretest and posttest was employed to accomplish these goals. There were 60 participants, and they were split into two groups. The first group presents the flipped classroom as the experimental group, whereas the other was assigned to resemble the typical classroom and named the control group. Six sessions of treatment were given to each group to see if there were any notable differences in the overall caliber of the two groups' IELTS task two essays.  A pre-test and a post-test were given to both groups at the start and completion of the treatment, respectively, to evaluate the grades of the writing skill. In order to assess students' engagement with and attitudes toward this method, a self-created questionnaire based on the eighteen-item Learner Empowerment Scale (LES) (Weber, Martin, & Cayanus, 2005) was distributed. The results found that, the majority of candidates in FC group echoed positively. These findings in the FC group may be ascribed to both flipped instruction and the practice of actively involving students in their education. Other methods that were used included collaborative writing, uploading videos to online channels, and in-class teacher-student interactions.