Over the years, considerable success of the flipped classroom approach (FCA) has indicated its usefulness in teaching and learning. However, studies on how flipped classrooms engage students in writing remain limited in Malaysia even though the ability to write well is considered an important skill. Therefore, this quantitative study sets out to examine students’ engagement in writing in a flipped classroom through a self-developed questionnaire based on a meta-construct developed by Fredericks et al. (2004). One hundred and eighteen students involved in a writing course at tertiary level participated voluntarily in the study. The findings suggest that FCA is able to engage students in the writing process as demonstrated by high means reported for all three constructs, namely emotion (3.88), cognition (3.95) and behaviour (3.96). This study recommends FCA to be employed in all areas of language learning and offers practical guidelines for instructors and learners to maximise the flipped classroom experience.