A Study on Self-Regulated Learning in a Flipped Classroom Model of EFL Writing Instruction

Authors : Ilknur Pamuk, Nuray Alagözlü

Pages : 120-133

Doi:10.14686/buefad.1131031

View : 154 | Download : 154

Publication Date : 2024-01-17

Article Type : Research Paper

Abstract :This study explores the effect of flipped classroom on the self-regulation of learners in the Academic Writing Skills course at a state university in Turkey. The intervention lasted ten weeks within one academic term. Participants in the study were sophomores assigned to experimental (n=25) and control (n=26) groups. The study adopted a pre-test and post-test quasi-experimental design, wherein the control group was taught in a traditional method while the experimental group received flipped instruction. Writing Strategies for Self-Regulated Learning Questionnaire was adapted to apply in a different cultural context (Turkey), and the data from a sample (n=430) were analysed using confirmatory factor analysis. As pre- and post-tests, the adapted version of the questionnaire was conducted for both groups. The findings revealed that the experimental and the control groups significantly differed from each other in overall writing self-regulation favouring the experimental group. Relevant implications are discussed.
Keywords : Akademik yazma, öğrenci merkezli öğrenme, öz düzenleme, ters yüz sınıf

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