Title: The relationship between self-regulation skills and English proficiency among Asian EFL learners in the flipped online classroom

Authors: Yumiko Abe; James A. Elwood; Yin Yin Khoo; Michael Hood

Addresses: Faculty of Engineering, Hiroshima Institute of Technology, Japan ' Faculty of Interdisciplinary Mathematical Sciences, Meiji University, Japan ' Faculty of Management and Economics, Sultan Idris Education University, Malaysia ' Department of English, Nihon University College of Commerce, Japan

Abstract: The flipped classroom is believed to promote a sense of continuity in the classroom and nurture learner autonomy. If students learn to self-regulate, they are more likely to gain desired skills. This study investigates self-regulated learning (SRL) motivation as possible predictors of Asian undergraduate students' English proficiency in a flipped online English as a foreign language (EFL) classroom. Undergraduate Japanese EFL students were paired with counterparts in Malaysia. Working in a computer - mediated environment, learners worked together to complete tasks. Learners' output and thoughts about the experience were documented online, and questionnaires were used to elicit data on self-regulation and motivation. We found that metacognitive and cognitive strategy use, combined with peer learning promoted by learners' self-efficacy leads to improved English proficiency.

Keywords: flipped classroom; self-regulated learning; SRL; English proficiency.

DOI: 10.1504/IJKL.2021.115277

International Journal of Knowledge and Learning, 2021 Vol.14 No.2, pp.159 - 174

Received: 05 May 2020
Accepted: 17 Dec 2020

Published online: 26 May 2021 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article