As an option to help cope with challenges such as differing student needs, lack of student interest, and limited contact hours, the commercial learning management system (LMS) Blackboard was used to support a flipped classroom approach in a first-year English as a foreign language course at a large Thai public university. The aims of the study were to determine students’ perceptions of the course and how it affected their second language writing anxiety, in order to improve later versions of the course. Data were collected over the course of two non-consecutive measures from 272 participants in the first semester and 141 in the second. Data on students’ perceptions and anxiety were collected using a questionnaire and the Second Language Writing Anxiety Inventory (Cheng, 2004). After quantitative and qualitative analysis, results showed that participants’ second language writing anxiety was not significantly affected by the modified course. Their perceptions of the course appeared to be impacted by technological difficulties that occurred. The results seem to indicate that frustration with technology should be of greater concern when attempting to utilize an LMS or similar platform.