İngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir Araştırma-Reference-Cited by-同舟云学术

İngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir Araştırma

Published:2024-01-17 Issue:1 Volume:13 Page:120-133
ISSN:1308-7177
Container-title:Bartın Üniversitesi Eğitim Fakültesi Dergisi
language:
Short-container-title:

Author:

PAMUK İlknur¹^ORCID,ALAGÖZLÜ Nuray²^ORCID

Affiliation:

1. HACETTEPE ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU, YABANCI DİLLER BÖLÜMÜ

2. HACETTEPE UNIVERSITY, FACULTY OF EDUCATION, DEPARTMENT OF FOREIGN LANGUAGE EDUCATION, ENGLISH LANGUAGE TEACHING PR. (ENGLISH)

Abstract

This study explores the effect of flipped classroom on the self-regulation of learners in the Academic Writing Skills course at a state university in Turkey. The intervention lasted ten weeks within one academic term. Participants in the study were sophomores assigned to experimental (n=25) and control (n=26) groups. The study adopted a pre-test and post-test quasi-experimental design, wherein the control group was taught in a traditional method while the experimental group received flipped instruction. Writing Strategies for Self-Regulated Learning Questionnaire was adapted to apply in a different cultural context (Turkey), and the data from a sample (n=430) were analysed using confirmatory factor analysis. As pre- and post-tests, the adapted version of the questionnaire was conducted for both groups. The findings revealed that the experimental and the control groups significantly differed from each other in overall writing self-regulation favouring the experimental group. Relevant implications are discussed.

Publisher

Bartin Universitesi

Reference85 articles.

1. Acarol, K. (2019). A study on the effectiveness of flipped learning model. Kara Harp Okulu Bilim Dergisi, 29(2), 267-295.

2. Al-Abdullatif, A. M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom. Cogent Education, 7(1), 1835145.

3. Al Mubarak, A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University-Sudan. English Review: Journal of English Education, 5(2), 175-188.

4. Alsancak Sirakaya, D., & Ozdemir, S. (2018). The effect of a flipped classroom model on academic achievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.

5. Altas, E. A., & Mede E. (2020). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66-88.