The reduction of face to face class sessions at the university level complies with the ecuadorian council of higher education (ces, acronym in spanish) regulations. thus, the process of teaching english as a foreign language in a public university in guayaquil, ecuador includes the flipped learning approach as one of the various strategies to fulfill the ces academic demands. however, there is a need for guidelines of the effects of the flipping learning approach, especially in the writing area. the aim of this study is to generate statistical information regarding the effects of learning basic writing skills through this approach in a cefr a1 level course. the research question, does the flipped learning approach influence the scores of the weekly writing measures during the second part of the semester of a cefr a1 english level course? is answered through the use of within-group equivalent time series quasi-experimental design which gave the researchers the tools to analyze data