Flipping Microlearning-based EFL Classroom to Enhance Learners’ Self-Regulation

The potential benefit of employing a flipped learning approach, where learners are presented with the content preceding the class time, is to make a shift from traditional teacher-centered learning environments to more learner- and learning-centered ones. As this content delivery should be short, small, fine, and powerful, ‘microlearning’ as a new method of content-delivery in mediated environments, is suggested. The purpose of this study is to examine the effect of this flipped learning approach on raising Iranian EFL learners’ selfregulation. This study was undertaken on 26 intermediate students in a nine-week course held at an English Institute in Tehran, IRAN. Of the participants, 13 learned English using a task-based language teaching (TBLT) approach in a non-flipped learning setting, whereas 13 studied English in a flipped learning setting. The data was collected in three sections: self-regulation survey flipped learning questionnaire and focus group interviews. Findings demonstrate that the latter were more aware of the learning process itself, playing a more active role in the classroom, while enjoying learning, as being more engaged in the learning progress, resulting in the development of their autonomy and self-regulated learning.