Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a...

Area of Science:

• Educational Technology
• Applied Linguistics
• Second Language Acquisition

Background:

• Traditional instruction often falls short in developing advanced English reading skills and self-regulated learning (SRL) among Chinese learners.
• Flipped classroom models offer potential for more student-centered learning, but online integration requires further investigation.
• Understanding the impact of different instructional modalities on learner engagement and performance is crucial for effective pedagogy.

Purpose of the Study:

• To investigate the effectiveness of an online collaborative flipped classroom approach for enhancing English reading skills.
• To assess the impact of traditional instruction, flipped instruction, and online flipped instruction on self-regulated learning (SRL) in Chinese English learners.
• To compare online learning behaviors and objective performance across different instructional groups.

Main Methods:

• A 12-week study involving 71 Chinese English learners divided into traditional instruction (TI), flipped instruction (FI), and online flipped instruction (OFI) groups.
• Reading comprehension assessed via IELTS, SRL strategies via questionnaire, and knowledge via weekly online quizzes.
• Online learning behaviors tracked through log-on times, with pre-tests and post-tests measuring progress.

Main Results:

• Both FI and OFI groups showed significant improvements in reading comprehension and SRL compared to the TI group.
• The OFI group demonstrated superior online learning behaviors and objective performance over the FI group.
• Online flipped instruction appears to be a highly effective model for this learner population.

Conclusions:

• The integration of flipped and online learning strategies is a promising approach for improving English reading proficiency.
• Online flipped classrooms can effectively enhance both academic performance and self-regulated learning capabilities.
• Further research into blended learning models is warranted to optimize English language education for diverse learner groups.