Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

Ünal Çakıroğlu,Mücahit Öztürk

doi:10.2478/eurodl-2020-0008

Ünal Çakıroğlu, Mücahit Öztürk

Open Access

https://doi.org/10.2478/eurodl-2020-0008

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Abstract

Abstract Considerable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

Highlights

Flipped Classroom implementations continue to grow and are playing an increasingly significant role in English Foreign Language (EFL) courses (Turan & Akdag-Çimen, 2020)
In flipped classroom model (FCM), it is aimed that the students should be more active in activities in online and Face to face learning (F2F) sessions
It was found that the FCM has a positive contribution to academic achievement and engagement in the course compared to Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design Ünal Çakıroğlu, Mücahit Öztürk traditional face-to-face (F2F) instruction (Davies et al, 2013; Baepler, Walker, & Driessen, 2014; McLaughin et al, 2014; Hung, 2015; Huang & Hong, 2016; Butzler, 2016; Moos & Bonde, 2016)

Summary

Introduction

Flipped Classroom implementations continue to grow and are playing an increasingly significant role in English Foreign Language (EFL) courses (Turan & Akdag-Çimen, 2020). While students study with the content provided by the instructor at home, they can do student-centred activities in the F2F session (DeLozier & Rhodes, 2017; Egbert, Herman, & Lee 2015; Bergmann & Sams, 2012). This means, when students come to the F2F sessions, deep learning may be emerged through discussions and evaluations, collaborative group work and questions that they set at home (Johnson, Adams, & Cummins, 2012). Students can learn to benefit from the affordances of OLE and F2F learning sessions with the help of their peers or taking the guidance of their instructor (Shahnaz & Hussain, 2016). Hamdan et al (2013) describes four components of the FCM: 1. Flexible environment: It is the environment that provides flexible access without knowledge of time and space, including the different learning strategies

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Findings

Conclusion and Recommendations