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:	L Education (General)
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
_version_	1777413290642636800

Learner’s autonomy in an undergraduate English flipped course

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