Learner’s autonomy in an undergraduate English flipped course

The main purpose of the present study is to examine the extent to which flipping an English course affected students’ autonomy compared to the traditional approach. The study took place at the Center for Preparatory Studies at Sultan Qaboos University in the educational year 2016/2017. The study inv...

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Main Authors: Al Wahaibi, Suad Saleh, Hashim, Sulaiman
Format: Article
Language:English
Published: Centre for Promoting Knowledge (CPK), UK. 2018
Subjects:
Online Access:http://irep.iium.edu.my/72928/
http://irep.iium.edu.my/72928/
http://irep.iium.edu.my/72928/1/3366093137_y7.pdf
id iium-72928
recordtype eprints
spelling iium-729282019-06-28T01:44:59Z http://irep.iium.edu.my/72928/ Learner’s autonomy in an undergraduate English flipped course Al Wahaibi, Suad Saleh Hashim, Sulaiman L Education (General) The main purpose of the present study is to examine the extent to which flipping an English course affected students’ autonomy compared to the traditional approach. The study took place at the Center for Preparatory Studies at Sultan Qaboos University in the educational year 2016/2017. The study involved two groups studying a foundation English course, sixteen students in the control group and seventeen in the experimental. The study employed a triangulation mixed methods research design where quantitative and qualitative data were collected at the same time and then combined to interpret the overall results. The quantitative data was collected through a Learner Autonomy Questionnaire and system logs. The qualitative data, on the other hand, was collected through teacher’s interview. The results for the LAQ and system logs revealed that there were statically significant differences in favor of the experimental group (U = 24.5, p= 0.000 < 0.05, r= 0.69 and U = 35.5, p= 0.000 < 0.05, r= 0.62 respectively). The qualitative data collected through interviewing the teacher of the two groups involved in the study revealed that the experimental group was more autonomous than the traditional one. All results from the three tools used to examine learner autonomy were in favor of the experimental group as the experimental group was found to be more autonomous than the control group. The study ends up with some implications and recommendations for future research. Centre for Promoting Knowledge (CPK), UK. 2018-09 Article PeerReviewed application/pdf en http://irep.iium.edu.my/72928/1/3366093137_y7.pdf Al Wahaibi, Suad Saleh and Hashim, Sulaiman (2018) Learner’s autonomy in an undergraduate English flipped course. International Journal of Scientific Research and Innovative Technology, 5 (8). pp. 88-105. ISSN 2313-3759 http://www.ijsrit.com/uploaded_all_files/3366093137_y7.pdf
repository_type Digital Repository
institution_category Local University
institution International Islamic University Malaysia
building IIUM Repository
collection Online Access
language English
topic L Education (General)
spellingShingle L Education (General)
Al Wahaibi, Suad Saleh
Hashim, Sulaiman
Learner’s autonomy in an undergraduate English flipped course
description The main purpose of the present study is to examine the extent to which flipping an English course affected students’ autonomy compared to the traditional approach. The study took place at the Center for Preparatory Studies at Sultan Qaboos University in the educational year 2016/2017. The study involved two groups studying a foundation English course, sixteen students in the control group and seventeen in the experimental. The study employed a triangulation mixed methods research design where quantitative and qualitative data were collected at the same time and then combined to interpret the overall results. The quantitative data was collected through a Learner Autonomy Questionnaire and system logs. The qualitative data, on the other hand, was collected through teacher’s interview. The results for the LAQ and system logs revealed that there were statically significant differences in favor of the experimental group (U = 24.5, p= 0.000 < 0.05, r= 0.69 and U = 35.5, p= 0.000 < 0.05, r= 0.62 respectively). The qualitative data collected through interviewing the teacher of the two groups involved in the study revealed that the experimental group was more autonomous than the traditional one. All results from the three tools used to examine learner autonomy were in favor of the experimental group as the experimental group was found to be more autonomous than the control group. The study ends up with some implications and recommendations for future research.
format Article
author Al Wahaibi, Suad Saleh
Hashim, Sulaiman
author_facet Al Wahaibi, Suad Saleh
Hashim, Sulaiman
author_sort Al Wahaibi, Suad Saleh
title Learner’s autonomy in an undergraduate English flipped course
title_short Learner’s autonomy in an undergraduate English flipped course
title_full Learner’s autonomy in an undergraduate English flipped course
title_fullStr Learner’s autonomy in an undergraduate English flipped course
title_full_unstemmed Learner’s autonomy in an undergraduate English flipped course
title_sort learner’s autonomy in an undergraduate english flipped course
publisher Centre for Promoting Knowledge (CPK), UK.
publishDate 2018
url http://irep.iium.edu.my/72928/
http://irep.iium.edu.my/72928/
http://irep.iium.edu.my/72928/1/3366093137_y7.pdf
first_indexed 2023-09-18T21:43:24Z
last_indexed 2023-09-18T21:43:24Z
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