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Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.<\/jats:p>","DOI":"10.1186\/s41039-021-00165-9","type":"journal-article","created":{"date-parts":[[2021,6,30]],"date-time":"2021-06-30T09:14:10Z","timestamp":1625044450000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques"],"prefix":"10.1186","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6393-2759","authenticated-orcid":false,"given":"Laleh","family":"Khojasteh","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Seyyed Ali","family":"Hosseini","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Elham","family":"Nasiri","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2021,6,30]]},"reference":[{"issue":"1","key":"165_CR1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/07294360.2014.934336","volume":"34","author":"L Abeysekera","year":"2015","unstructured":"Abeysekera, L., & Dawson, P. 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However, at the beginning of the semester, all students in both experimental and control groups were informed that they are part of this study, and they were told that they are free not to participate in this study and they are free of not handing in their essay papers to the researcher. Although the essay papers in the pretest and posttest did not have any names on top of the paper, students were asked at the beginning of the semester to write the following statement on top of their pretest first assignment: \u201cI understand that I will not benefit directly from participating in this research\u201d.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"On behalf of my co-authors and as a corresponding author of this paper, I declare that the journal has the authors\u2019 permission to publish the relevant contribution.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}}],"article-number":"17"}}