A Case Study of the Descriptors Influencing Self-Regulated Learning in a Flipped EFL Academic writing Course
الكلمات المفتاحية:
Academic writing; case study; flipped learning; qualitative research; self-regulated learning
الملخص
The positive effect of flipped learning (FL) model on developing self-regulated learning (SRL) has been widely reported in academic research.
However, most previous research adopts quantitative approaches in reporting the efficacy of flipped classroom on self-regulated learning. There is also scarcity of research which investigates this impact in the context of academic writing programs in EFL settings. The present study, therefore, adopted a qualitative approach to explore the descriptors that impact self-regulated learning of EFL students enrolled in an academic writing course. The study used focus group discussions and open-ended individual interviews as data collection tools. The data was analyzed using selective coding and thematic analysis approaches. The results revealed student-related and course intensive impact on the self-regulated learning of the participants. Both groups of descriptors had further sub-descriptors which unfolded visible variations between students’ perceptions and rating of the flipped classroom, and the differences in the degree to which they practiced self-regulated learning. The students found flipped class as facilitating autonomous learning, enhancing student participation, and allowing more flexibility in terms of time and content management. The results also indicated that students felt their self-regulated learning impeded because of the unavailability of adequate support, issues with the course delivery, and lack of peer interaction. The study may be useful for researchers interested in exploring the topic further as well as to those who are planning to teach a flipped class and improve the self-regulated learning of their students.
المراجع
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28. Pamuk, İ. & Alagözlü, N. (2024). A study on self-regulated learning in a flipped classroom model of efl writing instruction. Bartın University Journal of Faculty of Education, 13(1), 120-133. https://doi.org/10.14686/buefad.1131031
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31. Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. doi: 10.1037/0022-0663.92.3.544.
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36. Samadi1, F., Jafarigohar1, M., Saeedi1, M. Ganji, M. and Khodabandeh, F. (2024). Impact of flipped classroom on EFL learners’ self‑regulated learning and higher‑order thinking skills during the Covid19 pandemic, Asian. J. Second. Foreign. Lang. Educ.9(24), 1-15. https://doi.org/10.1186/s40862-023-00246-w
37. Shih, H. C. J., & Huang, S. H. C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 1-30.
38. Stake, R. (2005). Qualitative case studies. In The SAGE handbook of qualitative research (pp. 443–466), N. K. Denzin & Y. S. Lincoln (Eds). Thousand Oaks, CA: Sage Publications.
39. Vygotsky. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
40. Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455.
41. Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.
42. Yin, R. K. (2011). Qualitative research from start to finish. Qualitative research from start to finish. New York: Guilford Press.
43. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3).
44. Zhonggen, Y., & Guifang, W. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Journal of Educational Technology & Society, 19(2).
45. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
46. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329. http://doi.org/10.1037/0022-0663.81.3.329
47. Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
48. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). Cambridge University Press.
49. Zimmerman, B. J., & Kitsantas, A. (2007). A writer’s discipline: The development of self-regulatory skill. In S. Hidi & P. Boscolo (Eds.), Motivation and writing: Research and school practice (pp. 51– 69). Kluwer.
2. Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68, 1017–1051.
3. Altas, E. A., & Mede E. (2020). The impact of flipped classroom approach on the writing achievement and selfregulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66-88.
4. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. http://doi.org/http://dx.doi.org/10.1016/0749-5978(91)90022-L
5. Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of the Annual Conference of the American Society for Engineering Education, 30(9), 1-18. https://doi.org/10.18260/1-2--22585
6. Cabi, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-221.
7. Çakıroğlu, Ü & Öztürk, M. (2020). Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design, European Journal of Open, Distance and e-Learning, 23(2), 20-36. https://doi.org/10.2478/eurodl-2020-0008.
8. Caliskan, E. (2020). The outcomes of flipped learning in information technology course in higher education. International Journal of Education Technology and Scientific Researches, 5(12), 945–958.
9. DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
10. Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409.
11. Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah.
12. Elrayies, G. M. (2016). Flipped learning as a paradigm shift in architectural education. International Education Studies, 10(1), 93.
13. Green, T. (2015). Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era. Marketing Education Review, 25(3), 179–191. http://doi.org/10.1080/10528008.2015.1044851
14. Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260. http://dx.doi.org/10.1016/j.chb.2015.12.022
15. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: a white paper based on the literature review titled ‘a review of flipped learning’. Arlington, VA: Flipped Learning Network.
16. Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175-193
17. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37–50. http://doi.org/10.1016/j.iheduc.2014.04.003
18. Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
19. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 30, 30–43. http://doi.org/10.1080/00220480009596759.
20. Logan, J., Hughes, T., & Logan, B. (2015). Overworked? An Observation of the Relationship Between Student Employment and Academic Performance. Journal of College Student Retention: Research, Theory & Practice, 18(3), 250–262. http://doi.org/10.1177/1521025115622777
21. Maxwell, J. A. (2009). Designing a Qualitative Study. In The SAGE Handbook of Applied Social Research Methods (pp. 214–253). http://www.corwin.com/upm- data/23772_Ch7.pdf
22. McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D.A. & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine : Journal of the Association of American Medical Colleges, 89, 236–243. http://doi.org/http://dx.doi.org/10.1097/ACM.0000000000000086
23. Moos, D. C., & Bonde, C. (2016). Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos. Technology, Knowledge and Learning, 21(2), 225-242.
24. Ning, H. K., & Downing, K. (2015). A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher Education, 40(7), 1328-1346.
25. Nunan, D. (2000). Language teaching methodology: Textbook for teachers. Malaysia:
26. Longman
27. Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments.
28. Pamuk, İ. & Alagözlü, N. (2024). A study on self-regulated learning in a flipped classroom model of efl writing instruction. Bartın University Journal of Faculty of Education, 13(1), 120-133. https://doi.org/10.14686/buefad.1131031
29. Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd edition. Thousand Oaks, CA: Sage Publications.
30. Pintrich, P.R., Smith, D.F., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). http:// files. eric. ed. gov/ fullt ext/ ED338 122. Pdf.
31. Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. doi: 10.1037/0022-0663.92.3.544.
32. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
33. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 18-20.
34. Talbert, R. (2014). Inverting the Linear Algebra Classroom. PRIMUS, 24(5), 361–374.
35. http://doi.org/10.1080/10511970.2014.883457
36. Samadi1, F., Jafarigohar1, M., Saeedi1, M. Ganji, M. and Khodabandeh, F. (2024). Impact of flipped classroom on EFL learners’ self‑regulated learning and higher‑order thinking skills during the Covid19 pandemic, Asian. J. Second. Foreign. Lang. Educ.9(24), 1-15. https://doi.org/10.1186/s40862-023-00246-w
37. Shih, H. C. J., & Huang, S. H. C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 1-30.
38. Stake, R. (2005). Qualitative case studies. In The SAGE handbook of qualitative research (pp. 443–466), N. K. Denzin & Y. S. Lincoln (Eds). Thousand Oaks, CA: Sage Publications.
39. Vygotsky. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
40. Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455.
41. Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.
42. Yin, R. K. (2011). Qualitative research from start to finish. Qualitative research from start to finish. New York: Guilford Press.
43. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3).
44. Zhonggen, Y., & Guifang, W. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class. Journal of Educational Technology & Society, 19(2).
45. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
46. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329. http://doi.org/10.1037/0022-0663.81.3.329
47. Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
48. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). Cambridge University Press.
49. Zimmerman, B. J., & Kitsantas, A. (2007). A writer’s discipline: The development of self-regulatory skill. In S. Hidi & P. Boscolo (Eds.), Motivation and writing: Research and school practice (pp. 51– 69). Kluwer.
منشور
2026-06-12
كيفية الاقتباس
Othman Aljohani. (2026). A Case Study of the Descriptors Influencing Self-Regulated Learning in a Flipped EFL Academic writing Course. Journal of Arts, Literature, Humanities and Social Sciences, (131), 683-700. https://doi.org/10.33193/JALHSS.131.2026.1699
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2026 Othman Aljohani
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