Abstract
The flipped classroom is believed to promote a sense of continuity in the classroom and nurture learner autonomy. If students learn to self-regulate, they are more likely to gain desired skills. This study investigates self-regulated learning (SRL) motivation as possible predictors of Asian undergraduate students' English proficiency in a flipped online English as a foreign language (EFL) classroom. Undergraduate Japanese EFL students were paired with counterparts in Malaysia. Working in a computer - mediated environment, learners worked together to complete tasks. Learners' output and thoughts about the experience were documented online, and questionnaires were used to elicit data on self-regulation and motivation. We found that metacognitive and cognitive strategy use, combined with peer learning promoted by learners' self-efficacy leads to improved English proficiency.
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