The study investigates the effects of peer instruction and examines students’ participation in a flipped learning environment on ESL students’ argumentative essay writing performance and critical thinking. A mixed-method design was used. A total of 120 upper-intermediate English proficiency students from a university in Malaysia were chosen as participants for seven weeks. Quantitative data were analysed using descriptive statistics and one-way analysis of variance (ANOVA). Descriptive interpretations and thematic analysis were used to analyse the qualitative data. The results indicated a significant difference in mean scores for writing performance in the posttest between the experimental group (group work in a flipped learning environment) (M = 63.95, sd = 13.04) and the control group (M = 56.65, sd = 11.15). There is also a significant difference in mean scores for critical thinking in the posttest between the experimental group (pair work in a flipped learning enviro.....

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