Abstract
ABSTRACTThis study investigated the effectiveness of the flipped learning model, compared with the nonflipped learning model, in improving second/foreign language metacognitive listening awareness and perceived strategy use. For this purpose, 40 young adult learners studying English as a foreign language in two intact classes were selected. They were assigned into flipped and nonflipped groups, which received flipped and nonflipped instruction, respectively. A mixed‐methods embedded design was adopted. Data were gathered by employing the Metacognitive Awareness Listening Questionnaire and diaries. Analysis of covariance and thematic analysis revealed that the flipped model significantly fostered the learners' metacognitive awareness and strategy use in listening. Although the strategies related to planning and evaluation, person knowledge, directed attention, mental translation and problem solving were used in both groups, the flipped group demonstrated a greater tendency to use the metacognitive strategies requiring high‐order processes. Flipped learning can drive L2 students to become metacognitively strategic listeners.
Published Version
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