The effect of layered flipped learning model on students' attitudes and self-regulation skills

Abstract

The aim of this study is to determine the views of students regarding their attitudes towards English lesson and the contributions to self-regulation skills while using a layered flipped learning model. One of the qualitative research methods, the „action research‟ method was used in this research. The research was conducted with students in the fifth year of a secondary school in the Western Black Sea region of Turkey. In the research process, self-regulation interview form, attitude interview form, focus group interview, student letters, self-assessment form were used as data collection tools. According to the results of the research, a positive change was observed in the motivational, self-efficacy, strategy selection, environmental arrangement, time management components of self-regulation. Also, it was concluded that there were positive changes at the end of the semester in all three components of the attitude. In addition, at the end of the semester, it was observed that students started doing extra activities to learn English better, they started to deal with English outside of the classroom and to create new opportunities to be exposed to English.