A Study on Self-Regulated Learning in a Flipped Classroom Model of EFL Writing Instruction

Year 2024, , 120 - 133, 17.01.2024

İlknur Pamuk , Nuray Alagözlü

https://doi.org/10.14686/buefad.1131031

Abstract

This study explores the effect of flipped classroom on the self-regulation of learners in the Academic Writing Skills course at a state university in Turkey. The intervention lasted ten weeks within one academic term. Participants in the study were sophomores assigned to experimental (n=25) and control (n=26) groups. The study adopted a pre-test and post-test quasi-experimental design, wherein the control group was taught in a traditional method while the experimental group received flipped instruction. Writing Strategies for Self-Regulated Learning Questionnaire was adapted to apply in a different cultural context (Turkey), and the data from a sample (n=430) were analysed using confirmatory factor analysis. As pre- and post-tests, the adapted version of the questionnaire was conducted for both groups. The findings revealed that the experimental and the control groups significantly differed from each other in overall writing self-regulation favouring the experimental group. Relevant implications are discussed.

Keywords

Academic writing, flipped classroom, self-regulation, student-centred learning

İngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir Araştırma

Abstract

Bu çalışma, Türkiye'de bir devlet üniversitesindeki Akademik Yazma Becerileri dersinde ters yüz sınıf yaklaşımının öğrencilerin yazma öz düzenlemelerine etkisini araştırmaktadır. Ters yüz eğitimi bir akademik dönem içinde on hafta boyunca sürmüştür. Araştırma katılımcıları, deney (n=25) ve kontrol (n=26) gruplarına atanan ikinci sınıf öğrencileridir. Ön test ve son test yarı deneysel desenin uygulandığı bu çalışmada, deney grubuna ters yüz öğretim, kontrol grubuna ise geleneksel yöntemle öğretim uygulanmıştır. Öz-düzenlemeli Öğrenme için Yazma Stratejileri Anketi farklı bir kültürel bağlamda (Türkiye) uygulanmak üzere uyarlanmıştır ve bir örneklemden (n=430) alınan veriler doğrulayıcı faktör analizi kullanılarak analiz edilmiştir. Anketin uyarlanmış hali her iki gruba ön ve son test olarak uygulanmıştır. Sonuçlar, İngilizce yazmadaki bütün olarak öz-düzenlemede deney ve kontrol gruplarının anlamlı bir şekilde birbirlerinden farklılaştıklarını ve bunun deney grubu lehine olduğunu göstermiştir. İlgili çıkarımlar tartışılmıştır.

Keywords

Akademik yazma, öğrenci-merkezli öğrenme, öz-düzenleme, ters yüz sınıf

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