Self-regulation and metacognition in a flipped classroom: EFL students’ perspectives at a Vietnamese university

Authors

Thi H. Bui
Nicola F. Johnson, Edith Cowan UniversityFollow

Document Type

Journal Article

Publication Title

Issues in Educational Research

Volume

34

Issue

1

First Page

19

Last Page

36

Publisher

Institutes for Educational Research in NSW, SA and WA

School

School of Education

Comments

Bui, T. H., & Johnson, N. F. (2024). Self-regulation and metacognition in a flipped classroom: EFL students' perspectives at a Vietnamese university. Issues in Educational Research, 34(1), 19-36. https://search.informit.org/doi/abs/10.3316/informit.T2024050900000391515914066?casa_token=o9Iw7IuSPxkAAAAA%3A8pF-X11874qzWXDS0sxPlWjTRxC0802fZ_NSQhx7kHPQyS688HZC7tfxGW8DuQ26GKAeSlWihZ8Yhupo

Abstract

While the flipped classroom (FC) has been increasingly used and well-researched in Western countries, little is known about its implementation in Vietnam. Utilising symbolic interactionism as the theoretical perspective, this study reports on research into English as a foreign language (EFL) students’ perspectives of self-regulation and metacognition and how they went about these strategies in the FC at Hanoi University of Industry (HaUI). The study employed semi-structured interviews with 20 EFL students and five EFL teachers, and 30 observations of students’ learning activities in both online learning and face-to-face settings. The findings revealed that students expressed a range of beliefs about self-regulative and metacognitive strategies, but these revealed inconsistencies across the cohort. While many students believed that they needed to be self-regulated learners, they lacked self-regulation and metacognition skills in the FC. The authors pointed to the underlying factors contributing to students’ inadequate skills of self-regulation and metacognition. Suggestions are offered for Vietnamese higher education institutions.

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