Applying self-regulation in the flipped classroom to help enhance EFL learners’ knowledge of collocations

Due to the proliferation of technology, many instructors are attracted to use flipped approach in their classrooms. Similarly, this study aimed at examining the possible effect of self-regulation on enhancing EFL learners’ collocational knowledge through flipped classroom approach. To fulfill the objective of the study, ۳۰ Iranian EFL learners, selected through convenience sampling, were randomly assigned into two experimental groups. For six weeks, the first experimental group (n = ۱۵) was exposed to the flipped classroom approach. The second experimental group (n = ۱۵), however, experienced the self-regulated flipped classroom approach. A researcher-made collocation test (i.e., used as pre-test and post-test) and a study log were distributed to the participants to gather the required data. The findings, obtained through a mixed between-within subjects analysis of variance, showed that the post-test mean score of the self-regulated flipped classroom approach was significantly higher than that of the flipped classroom approach. The findings might have beneficial implications for EFL teachers and material developers and urge them to apply flipped classroom approach in instructing collocations, among other aspects of vocabulary.

کلیدواژه ها:

collocation ، EFL learners ، flipped approach ، self-regulation