A Study on Self-Regulated Learning in a Flipped Classroom Model of EFL Writing Instruction-Reference-Cited by-同舟云学术

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

Published:2024-01-17 Issue:1 Volume:13 Page:120-133
ISSN:1308-7177
Container-title:Bartın Üniversitesi Eğitim Fakültesi Dergisi
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Author:

PAMUK İlknur¹^ORCID,ALAGÖZLÜ Nuray²^ORCID

Affiliation:

1. HACETTEPE ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU, YABANCI DİLLER BÖLÜMÜ

2. HACETTEPE UNIVERSITY, FACULTY OF EDUCATION, DEPARTMENT OF FOREIGN LANGUAGE EDUCATION, ENGLISH LANGUAGE TEACHING PR. (ENGLISH)

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.

Publisher

Bartin Universitesi

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