Document Type : Research Paper
Authors
Department of Foreign Languages and Literature, University of Tehran; Tehran, Iran
Abstract
This quasi-experimental study investigated the integration of Flipped Learning (FL) with Self-Regulated Learning (SRL) strategies to enhance argumentative writing (AW) skills among 240 intermediate English-proficient medical students at an Iranian university during Fall 2023. The study aimed to determine whether embedding SRL strategies into FL environments would lead to greater improvements in AW proficiency compared to FL alone. Participants were randomly assigned to an experimental group (FL with SRL) or a control group (FL without SRL). In the experimental group, digital tools such as Google Docs, EdPuzzle, and Padlet were aligned with SRL phases to facilitate goal-setting, pre-class preparation, and reflective critique. Results indicated that while both groups improved, students who engaged with SRL-enhanced FL instruction demonstrated greater gains in AW and self-regulatory skills. These findings suggest that integrating SRL strategies into FL models can foster more effective writing development and learner autonomy in English for Specific Purposes (ESP) contexts, offering a scalable instructional approach for medical education. The instructional design and digital tool alignment proposed in this study can be adapted to support writing development and learner autonomy across various global ESP programs and diverse educational contexts.
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Main Subjects
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