Back to Search
Start Over
EFL learners' metacognitive development in flipped learning: a comparative study.
- Source :
-
Interactive Learning Environments . Sep2022, Vol. 30 Issue 8, p1448-1460. 13p. - Publication Year :
- 2022
-
Abstract
- This study adopts a qualitative method in comparing EFL students' development of metacognitive knowledge and metacognitive strategy use in a university flipped classroom, as opposed to a regular classroom context. A total of 8 students (4 from each class) were each interviewed twice, once at the beginning and again at the end of the semester, in semi-structured interviews. Findings show that, in the context of a flipped classroom, learners' metacognitive knowledge had undergone qualitative changes over the course of a semester. Similarly, the flipped classroom design had led to a more active, deeper use of metacognitive strategies. Finally, implications for teaching and further research are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10494820
- Volume :
- 30
- Issue :
- 8
- Database :
- Academic Search Index
- Journal :
- Interactive Learning Environments
- Publication Type :
- Academic Journal
- Accession number :
- 159359044
- Full Text :
- https://doi.org/10.1080/10494820.2020.1728343