EFL learners’ metacognitive development in flipped learning
A comparative study
Bibliographic Data
| ID | 21632225 |
|---|---|
| Authors | Hui-chia Judy Shih (0000-0002-4786-2906, Foreign Language Center, Feng Chia University, Taichung, Taiwan), Sheng-hui Cindy Huang (National Changhua University of Education), Shenghui Cindy Huang (0000-0003-1850-3450, National Changhua University of Education, corresponding author) |
| Year | 2022 |
| Volume | 30 |
| Issue | 8 |
| Pages | 1448-1460 |
| Publication date | 2022-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2020.1728343 |
| OpenAlex | W3008281729 |
| Language | EN |
| Citations received | 5 |
| References cited | 42 |
This study adopts a qualitative method in comparing EFL students’ development of metacognitive knowledge and metacognitive strategy use in a university flipped classroom, as opposed to a regular classroom context. A total of 8 students (4 from each class) were each interviewed twice, once at the beginning and again at the end of the semester, in semi-structured interviews. Findings show that, in the context of a flipped classroom, learners’ metacognitive knowledge had undergone qualitative changes over the course of a semester. Similarly, the flipped classroom design had led to a more active, deeper use of metacognitive strategies. Finally, implications for teaching and further research are discussed
Cognition · Flipped Classroom · Flipped learning · Mathematics education · Metacognition · Pedagogy · Qualitative research · Computer Science · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology
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The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking
Individual metacognition in technology-assisted collaborative translation
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Promoting general metacognitive awareness
A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course
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Flipping the classroom for English language learners to foster active learning
Using the flipped classroom to enhance EFL learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Calibrating Genre
Raising L2 listeners’ metacognitive awareness
Adoption of flipped learning in social humanities education
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Metacognition and Metacognitive Instruction in Second Language Writing Classrooms
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading
Unskilled and unaware of it
Metacognition and cognitive monitoring
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |