Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

This study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including selfregulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found