Abstract: Writing is a barrier to language acquisition for many non-English major learners Students’ writings are problematic in terms of content, structure and language The effectiveness of traditional writing teaching model is thus questioned and the researcher adopts the flipped classroom model in the experimental group Compared with the controlled group to whom the traditional teaching model is applied, the experimental group’s scores in applied writings are significantly higher And it is found through questionnaires that students in the experimental group are more active, careful, and confident in writing, they have a stronger motivation for writing, they are less anxious in writing and they have a better command of writing strategy knowledge than the controlled group although the two groups show no significant difference in the use of writing strategies Individual interviews also reveal that students in the experimental group hold a positive attitude towards the flipped classroom teaching model The research hereby puts forward the suggestion of applying the flipped classroom model in the writing classes for non-English major students in the hope of improving students’ overall writing proficiency

Key words: traditional classroom, flipped classroom, writing scores, affective factors, strategies