Relationships Between Students’ Self-regulated Learning Skills and Academic Achievements in a Flipped EFL Classroom

In recent years, Flipped classroom model (FCM), has become increasingly popular in higher education. With the model students can study on the content of the course through interactive technologies at home, and practice on the tasks with student-centered activities in the F2F learning environment. The motivation for this relational study was to address the relationship between self-regulated learning skills and academic achievements that higher education students held in Flipped EFL course. The results indicate that the self-regulated learning skills goal setting, environment structuring, task strategies and self-evaluation of the students were developed in high level; time management and help seeking skills are found to be moderate in the flipped implementation. There was a strong correlation between the academic achievement and task strategies, self-evaluation sub-skills of self-regulated learning skills. Additionally, there was a moderate relationship between academic achievement and goal setting, environment structuring skills and a modest relationship between the academic achievement of the students and the time management and help seeking level were noted. The results provide implications for course designers and instructors who desire to provide a better flipped experience for higher education students