Digital technology has now become an integral part of our daily lives, particularly in the teaching and learning of French as a Foreign Language (FFL). It enables teachers to diversify their pedagogical practices, multiply the learning objectives, and strengthen interaction and collaboration among learners. In this context, we adopted the flipped classroom as a pedagogical approach, combined with the use of the Google Docs application, with the aim of developing the writing skills of second-year undergraduate students, specifically their mastery of the summary writing technique. This research falls within the field of writing didactics through digital tools and aims to analyze the impact of a hybrid pedagogical approach on the quality of the summaries produced by students. It adopts an action-research methodology based on a dual analysis: on the one hand, the study of student productions based on prior knowledge, and on the other hand, the analysis of summaries produced within the framework of the flipped classroom and collaborative writing via Google Docs. The comparison between the two corpora made it possible to evaluate the contribution of this innovative pedagogical approach. The results obtained at the end of this research highlight a significant improvement in the structure, synthesis ability, and overall quality of the summaries. Students proved to be more autonomous, involved, and engaged in the writing process. From a broader perspective, we plan to integrate this approach more systematically into our pedagogical practices, particularly in reading comprehension and written expression modules, in order to support the progressive development of students’ writing skills.