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


Altas E. , MEDE E.

TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION, vol.22, no.1, pp.66-88, 2021 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 22 Issue: 1
  • Publication Date: 2021
  • Doi Number: 10.17718/tojde.849885
  • Title of Journal : TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
  • Page Numbers: pp.66-88

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.