EFL Learners’ Writing Performance and Perception in a Flipped Classroom Model with Self-Regulated Strategy Development Instructions
DOI:
https://doi.org/10.24059/olj.v29i4.4268Keywords:
Flipped Classroom, Higher Education, Self-Regulated Strategy Development, SRSD, Writing PerformanceAbstract
The use of the flipped classroom has increased in the context of learning English as a Foreign Language (EFL). However, only a few studies have reported on how to expand flipped classroom instructional strategies in EFL writing classes. Meanwhile, prior studies have examined the effect of self-regulated strategy development (SRSD) on improving students’ writing performance by applying self-regulation procedures. This study proposes an extension of the classic flipped classroom model by combining it with SRSD. To investigate the effect of SRSD instruction on students’ writing performance in a flipped classroom, we conducted an experimental design study with three classes involving 90 students across 13 weeks. The first group received flipped classroom model (FCM) with SRSD instruction, the second group received the FCM, and the control group received regular classroom writing activities. The results indicated that the first group demonstrated better writing performance and positive student perceptions. Findings suggested that a strong potential effectiveness of flipped classroom combined with SRSD instruction in cultivating students’ writing performance.
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