Fostering Iranian EFL Learners ‘Autonomy and Self-regulation through Flipped Classroom Model
محورهای موضوعی : 0Mohammad Javad Riasati 1 , Marzieh Rezaei Khatouni 2 , Fatemeh Bahjat 3
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - English department, Azad university, Shiraz, Iran
کلید واژه: Autonomy, flipped classroom model, self-regulation, ,
چکیده مقاله :
The flipped classroom model (FCM) as an educational model has become increasingly popular in line with the development of more learner-centered approaches to learning. It enables learners to study in their locations far from the educational settings by using online tools and facilities. While the concept and practice have existed for more than 15 years, there has been little attempt to examine flipped instruction on Iranian learners’ autonomy and self-regulation in EFL context. To bridge the literature gap, this study examined whether flipped instruction plays any role in Iranian EFL learners’ autonomy and self-regulation or not. A pre-test, post-test design was used on 60 Iranian students at the university after assigning them into two groups of control and experimental. Also, the related questionnaires were administered before the study as a pre-test and after the instruction as a post-test. The results showed the significant differences in experimental group after flipped instruction. The outcomes of this research would be applicable for teachers to adopt the same pedagogical design in their classrooms to motivate the students to engage more in their own learning.
The flipped classroom model (FCM) as an educational model has become increasingly popular in line with the development of more learner-centered approaches to learning. It enables learners to study in their locations far from the educational settings by using online tools and facilities. While the concept and practice have existed for more than 15 years, there has been little attempt to examine flipped instruction on Iranian learners’ autonomy and self-regulation in EFL context. To bridge the literature gap, this study examined whether flipped instruction plays any role in Iranian EFL learners’ autonomy and self-regulation or not. A pre-test, post-test design was used on 60 Iranian students at the university after assigning them into two groups of control and experimental. Also, the related questionnaires were administered before the study as a pre-test and after the instruction as a post-test. The results showed the significant differences in experimental group after flipped instruction. The outcomes of this research would be applicable for teachers to adopt the same pedagogical design in their classrooms to motivate the students to engage more in their own learning.
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