The study explored English as a Foreign Language (EFL) low proficiency students' reflections and experience of learning in a structured flipped writing program, in a foreign university branch campus in Malaysia. It investigated the areas in which students showed improvement after flipped classroom learning. Qualitative data collected from semi-structured interviews of a sample of 18 students revealed that most students had positive experiences of the use of flipped classroom, reporting that they had greater time preparation before class; increased practice, engagement, interaction, motivation and immediate feedback during class, and a higher level of self-efficacy after class. Some shortcomings of this approach included the feeling of boredom and that it was time-consuming.