Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study

[EN] As a well-known teaching model, flipped learning enables compelling interactions and practices among L2 instructors and learners by switching in-class content learning and out-of-class activities. Despite this, on occasions, L2 learners may not be able to learn the online materials pertaining to the pre-class phase by themselves due to their low degree of self-regulation (SR) learning skills and engagement. In the present study, a goal-oriented flipped learning model is proposed in which L2 learners set goals concerning the course objectives and break down the goals into specific action plans approved by the teacher to be taken outside the class. To examine the effectiveness of the proposed model, this sequential explanatory mixed methods study evaluated its effects on L2 learners' speaking, listening, and SR learning skills. To this end, 100 freshman English as a Foreign Language (EFL) learners in Iran were assigned to two experimental groups and one control group: a) goal-oriented flipped learning, b) conventional flipped learning, and c) conventional learning. To elicit the quantitative data, the groups were given speaking and listening tests, and a SR learning questionnaire. The qualitative data was then collected by semi-structured interviews to add depth to the quantitative data. The findings indicated that the proposed model can help L2 learners improve their L2 speaking, listening, and SR learning skills by promoting their task engagement and L2 self-confidence.