An Integrative Strategy Based on Incorporating Flipped Model of Instruction and Self-Reflection Practices to Enhance EFL Students' Listening Comprehension and Self-Regulated Learning

Autor/in	Abdelhalim, Safaa M.
Titel	An Integrative Strategy Based on Incorporating Flipped Model of Instruction and Self-Reflection Practices to Enhance EFL Students' Listening Comprehension and Self-Regulated Learning
Quelle	(2018) 30, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; English (Second Language); Second Language Learning; Second Language Instruction; Constructivism (Learning); Teaching Methods; Metacognition; Listening Comprehension; Majors (Students); Undergraduate Students; Student Attitudes; Foreign Countries; Language Tests; Instructional Effectiveness; Learner Engagement; Skill Development; Saudi Arabia; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; Schülerverhalten; Ausland; Language test; Sprachtest; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Saudi-Arabien; Language tests; Englisch
Abstract	From a constructivist perspective, this study examines the effect of an integrative strategy based on incorporating flipped model of instruction and self-reflection practices on enhancing the listening comprehension and some self-regulated learning skills of Saudi lower intermediate EFL majors in the preparatory year, Imam University. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 50 learners, whose English proficiency fell within the lower intermediate level, were nominated to contribute in the study. Then the sample was divided randomly into two groups, an experimental group and control group, each of 25 participants. A listening comprehension test and Self-Regulated Learning Questionnaire were applied on both groups before and after the period of instruction, respectively. In addition the researcher used a focus group interview to support the results of the test and questionnaire. Quantitative results and qualitative findings revealed that teaching listening comprehension on the basis of the suggested integrative strategy had a significant effect on students' listening comprehension and self-regulated learning skills. Participants responded favourably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. Pedagogical implications of the results were discussed along with the impact on EFL students' listening comprehension development. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01