An Empirical Study On English Majors' Use Of Self-regulated Learning Strategies In The Flipped Classroom

Recently,with the rapid development of information technology(IT),the studies combining IT and foreign language teaching mode have become hot topics in the field of foreign language teaching.A new teaching mode called the flipped classroom(FC)is introduced to China benefiting from the IT,which completely flips the traditional teaching procedures,so students need to regulate themselves by using proper learning strategies to fit in.Therefore,it is important to study students' use of self-regulated learning strategies(SRLS)in the FC and conducive to the development of this teaching mode.The present study adopted the quantitative and qualitative research methods.91 English freshmen from three FC were chosen as the experimental group,and 88 English freshmen from another three traditional classroom as the control group.Data were collected through questionnaires and semi-structured interviews.Three questions were studied in the research:(1)what is the status quo of students' use of SRLS?(2)Does the FC have the effects on students' use of SRLS? If yes,what are the effects?(3)What factors in the FC influence students' use of SRLS?The research findings fall into three aspects: firstly,the frequencies of SRLS used by students were not high at the beginning of the semester,the frequencies of metacognitive strategies are lower than that of cognitive strategies and resource management strategies;secondly,the FC has effects on students' use of SRLS,the frequencies of metacognitive strategies and resource management strategies significantly increased within one semester;thirdly,in the FC,the teaching staff,task value,peer support and influence,students' self-efficacy,goal orientation,metacognitive learning awareness and prior learning experience can influence students' use of SRLS.This study will provide reference for teachers to optimize flipped classroom teaching method and improve the frequencies of SRLS used by students.