Flipping EFL Classroom: Learners' Self-regulation and the Production of Selected Grammatical Points

Mobile-mediated flipped scaffolding strategies have been documented as effective for language acquisition in English as a Foreign Language (EFL) learners. This study employed a mixed-methods research design, collecting data through both quantitative and qualitative methods, to investigate the effectiveness of a flipped classroom model in enhancing upper-intermediate EFL learners' grammatical writing skills and self-regulation. Additionally, the study explored the treatment group's attitudes towards the strategy. The Oxford Quick Placement Test (OQPT) was completed by ۷۴ female upper-intermediate English language learners. ۵۸ subjects (one standard deviation above and below the mean) were selected for the experimental and control groups. The study used a semi-structured interview, the Self-Regulation Questionnaire (SRQ) by Brown et al. (۱۹۹۹), and pre- and post-tests in grammar. The results showed that the treatment group did better than the control group in terms of self-regulation and grammar writing abilities. The interview results corroborated these findings, suggesting that students appreciated the strategy's engaging and educational elements. The study offers insightful proof for the effectiveness of flipped classrooms in addressing challenges faced by EFL learners in Iran. The mobile-mediated flipped scaffolding strategy demonstrates promise for improving grammatical writing skills and self-regulation. The study's implications highlight the importance of equipping learning environments with new resources and Mobile-Assisted Language Learning (MALL) guidance, enabling learners to develop autonomy and accountability in their learning.

کلیدواژه ها:

Mobile-mediated Flipped Scaffolding Strategy ، productive grammar ، Self-regulation ، Strategy-based Instruction