Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study

Abstract

Abstract This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.