Exploring Self-Regulated Learning and Motivational Strategies in a Flipped Classroom: Implications for Academic Achievement
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Abstract
In recent years, there has been a growing shift in education towards learning that extends beyond traditional classroom settings. With the rise of digital technologies and the prevalence of self-directed learning environments, teachers are increasingly interested in how students take control of their learning. As traditional classroom structures give way to more flexible, learner-centred environments, understanding how students engage in self-regulated learning (SRL) and self-motivation outside the classroom has become crucial. The flipped classroom provides a unique context for investigating SRL strategies and motivational beliefs, as it requires students to take greater responsibility for their learning both in and out of class. This study aimed to explore students’ perceptions of (1) self-regulated learning strategies and (2) motivational beliefs, as well as to investigate the relationship between SRL strategies and academic achievement, based on a sample of 52 first-year EFL students. The data were collected using a Likert-scale questionnaire, semi-structured interviews, and an English achievement test. The findings highlight the importance of self-evaluation and intrinsic motivation in maintaining academic focus. Pearson correlation analysis revealed significant relationships between English achievement scores, learning strategies, and self-evaluation, underscoring the importance of structured self-regulated learning practices in supporting language proficiency development.
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References
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