THE IMPACT OF FLIPPED CLASSROOM APPROACH ON THE WRITING ACHIEVEMENT AND SELF-REGULATED LEARNING OF PRE-SERVICE ENGLISH TEACHERS

Year 2021, Volume: 22 Issue: 1, 66 - 88, 31.12.2020

Ezgi Aydemir Altas Enisa Mede

https://doi.org/10.17718/tojde.849885

Cited By: 17

Abstract

The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers’
Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a
difference, if any, on the self-regulated learning of the participants. The participants of this study were selected
by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending
Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation
university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28)
and experimental group (N=27). The control group was exposed to traditional lecture based instruction,
whereas the experimental group received the flipped classroom approach. In this quasi-experimental study,
data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed
ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation
of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no
significant difference between groups. Based on these findings, the study provides pedagogical implications
and suggestions for integrating flipped classroom approach in the undergraduate programs.

Keywords

Flipped classroom approach, self-regulated learning, ELT,, writing achievement

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