The impact of flipped classroom model on academic achievement and online self-regulated skills in English teaching

The aim of this study is to reveal the applicability of the flipped classroom model in increasing the English grammar success of 11th grade secondary school students and in improving their online self-regulation skills, to eliminate the deficiencies that the students have in terms of grammar proficiency and the development of self-regulation skills, and to determine and to evaluate the opinions of the students and the teacher about the method. The research was arranged in an embedded design, which is one of the mixed research methods. In the research, both qualitative and quantitative methods were embedded in action research, which is actually a qualitative method. The study group of the research consists of 15 students in the 11th grade of the Anatolian High School Department of a multi-program high school in the town Salar, which is connected to the city center of Afyonkarahisar, in the spring semester of the 2021-2022 academic year. The research was carried out in a total of eight weeks and sixteen lesson hours. Achievement test, online self-regulation scale, individual interviews, student and teacher diaries were used as data collection tools of the research. For the quantitative data obtained, firstly, significance tests were performed and as a result of finding a significant difference, T-tests were performed. Qualitative data were subjected to content analysis and descriptive analysis. As a result of the research, it was concluded that the flipped classroom method used to improve students' English academic success and online self-regulation skills, is an effective method.