The Effect of flipped writing classroom on EFL learners' writing performance and self-regulation

The present study investigates the effect of implementing flipped classroom model on EFL learners' writing performance and self-regulation. To this end, ۶۵ intermediate level learners were selected out of a population of ۱۰۲ based on their performance on PET proficiency test. They were randomly assigned into experimental (N=۳۲) and control (N=۳۳) groups. The experimental group was taught using flipped classroom model, while learners in control group received traditional writing instruction over a period of ۱۲ weeks. Data gathering instruments included pre- and post-test of writing performance and self-regulation questionnaire (Bouffard et al. ۱۹۹۵). The data were analyzed using independent and matched sample t-test and one-way ANCOVA. The results indicated that the students in the experimental group outperformed their counterparts in the control group in writing performance test. Furthermore, the results revealed that learners' self-regulation in experimental group was statistically higher than their counterparts in control group.

کلیدواژه ها:

flipped classroom ، writing ، self-regulation