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