Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom
Author:
Affiliation:
1. Department of Translation and Interpreting, Zonguldak Bülent Ecevit University, Zonguldak, Türkiye
2. Distance Education, Application and Research Center, Galatasaray University, İstanbul, Türkiye
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09588221.2024.2342869
Reference101 articles.
1. The comparative effect of flipped classroom instruction versus traditional instruction on Iranian intermediate EFL learners’ English composition writing;Abedi P.;Journal of Applied Linguistics and Language Research,,2019
2. Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
3. An investigation into English majors’ self-regulated writing strategies in an online learning context
4. Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities;Adas D.;International Journal of Humanities and Social Science,,2013
5. Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering
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