AUTHOR=Wang Ying 

TITLE=Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study

JOURNAL=Frontiers in Psychology

VOLUME=14

YEAR=2023

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1255389

DOI=10.3389/fpsyg.2023.1255389

ISSN=1664-1078

ABSTRACT=<sec><title>Introduction</title><p>This research investigates the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills and self-regulated learning among Chinese English learners.</p></sec><sec><title>Methods</title><p>A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (<italic>n</italic> = 24), flipped instruction (FI) group (<italic>n</italic> = 22), and online flipped instruction (OFI) group (<italic>n</italic> = 25). The participants’ reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants’ understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress.</p></sec><sec><title>Results</title><p>The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students.</p></sec><sec><title>Discussion</title><p>These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.</p></sec>