Self-regulation and metacognition in a flipped classroom: EFL students’ perspectives at a Vietnamese university
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
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.
Access Rights
subscription content
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