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

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

Original Research 

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