The relationship between self-regulation skills and English proficiency among Asian EFL learners in the flipped online classroom

Yumiko Abe, James A. Elwood, Yin Yin Khoo and Michael Hood

International Journal of Knowledge and Learning, 2021, vol. 14, issue 2, 159-174

Abstract: The flipped classroom is believed to promote a sense of continuity in the classroom and nurture learner autonomy. If students learn to self-regulate, they are more likely to gain desired skills. This study investigates self-regulated learning (SRL) motivation as possible predictors of Asian undergraduate students' English proficiency in a flipped online English as a foreign language (EFL) classroom. Undergraduate Japanese EFL students were paired with counterparts in Malaysia. Working in a computer - mediated environment, learners worked together to complete tasks. Learners' output and thoughts about the experience were documented online, and questionnaires were used to elicit data on self-regulation and motivation. We found that metacognitive and cognitive strategy use, combined with peer learning promoted by learners' self-efficacy leads to improved English proficiency.

Keywords: flipped classroom; self-regulated learning; SRL; English proficiency. (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijklea:v:14:y:2021:i:2:p:159-174

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