Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing

This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included ۲۴۰ senior medical students with intermediate English proficiency from an Iranian university, divided into an experimental group (FL with SRL, n = ۱۲۰) and a control group (FL without SRL, n = ۱۲۰). Over one semester, using Zimmerman's SRL model, the intervention aimed to develop students' AW skills through a structured FL approach. Results showed significant improvements in AW skills for both groups (p < ۰.۰۰۱), but the experimental group exhibited greater gains (t = ۶.۲۲, p < ۰.۰۰۱). The study also examined the impacts on the claim and qualifier elements, as per the Toulmin model, revealing differential improvements, with qualifiers showing larger gains (p < ۰.۰۰۱). The SRL intervention significantly enhanced students' self-reported SRL skills, particularly in motivation, planning, learning assessment, and self-directedness (p < ۰.۰۰۱). Overall, the findings offer insights into optimizing FL with SRL for AW development in medical education.

کلیدواژه ها:

Flipped learning ، self-regulated learning ، argumentative writing ، Medical Students ، English for Specific Purposes