Developing the instructional process in layered flipped learning model

The purpose of this research is to provide an example of how the instructional process of the English course can be arranged according to the layered flipped learning model and to show how the courses arranged according to this model affect students' attitudes, self-regulation skills and their academic success in the course. The layered flipped learning model adopts a student-centered approach and aims to provide students with skills such as selection, responsibility and high-level thinking. In this model, home tasks are arranged according to C step and class tasks are arranged according to B and A steps. Students are not expected to perform every task on the steps. Students complete tasks according to their interests and try to move on to the next level. The research was carried out with the action research method which is one of the qualitative research designs. Two action plans were applied and 12 weeks of implementation were conducted. Each week, students were given a list of home task that should have been completed until the next lesson and a list of class tasks they would do in the classroom. The students were asked to select and complete the tasks to complete the score specified in the task list. The students informed the teacher about their chosen class tasks via online application supported by MoNE or a kind of communication application before entering the class. After the students completed a task, their tasks were evaluated according to the task scoring guidelines and the task lists were signed. During the first action plan, students were asked to write letters evaluating that week regularly every week. The collected student letters, task evaluation forms, self-evaluation forms and reflective diaries written by the teacher after each lesson and video recordings were analyzed meticulously and the second action plan was prepared in line with the data obtained. In the second action plan, it was decided that the third action plan was not needed according to the results obtained from the students' feedback and class observations and the second action plan was finalized. The research was conducted with 5th grade of a secondary school in West Black Sea region in 2017/2018 academic year. Class size is 18 and all students are female students. Data was diversified in order to strengthen the validity of the data and to enhance the significance of the results. As a data collection tool, readiness test, self-regulation interview form, language biography and attitude interview form, task evaluation forms, student letters, self-evaluation forms, reflective daily forms and achievement tests were used. Data analysis was carried out simultaneously with data collection. Content analysis and descriptive analysis methods were used in the analysis and interpretation of the data. As a result of the research, it was seen that layered flipped learning model positively affected students' academic achievement. In addition, it was concluded that this model had positive effects on all three cognitive, affective and behavioral components of attitude. It was seen that this model was not very effective in the environment regulation component of self-regulation but there was a positive change in the components of motivation, self-efficacy, time management and strategy selection at the end of the period. It was concluded that the active participation of the students increased with the help of the group works carried out within the scope of class tasks and this situation contributed to their better and faster learning. Providing students with opportunities to choose and complete the task they want according to their interests and needs has made them feel happy in class, contributed to their learning by having fun and increased their motivation for learning English. In addition, it was concluded that the layering of the instructional process enabled the students to learn better by reinforcing the subject and positively affected their attitudes and motivations towards the course. At the end of the research, some suggestions have been developed. Some of them are as follows: In-service trainings should be organized so that teachers can implement this model, activities should be prepared in such a way as to keep the students active, to be able to practice and to attract the attention of the students and home tasks should be designed so that students can learn the subject and classroom tasks should be prepared in such a way that students can apply what they have learned and work collaboratively.