THE IMPACT OF FLIPPED CLASSROOM APPROACH ON THE WRITING ACHIEVEMENT AND SELF-REGULATED LEARNING OF PRE-SERVICE ENGLISH TEACHERS

Authors : Ezgi Aydemir ALTAS, Enisa MEDE

Pages : 66-88

Doi:10.17718/tojde.849885

View : 20 | Download : 7

Publication Date : 2020-12-31

Article Type : Research Paper

Abstract :The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers’ Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five insert ignore into journalissuearticles values(N=55); pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department insert ignore into journalissuearticles values(ELT); at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control insert ignore into journalissuearticles values(N=28); and experimental group insert ignore into journalissuearticles values(N=27);. The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs.
Keywords : Flipped classroom approach, self regulated learning, ELT, writing achievement