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Nouraei Yeganeh, Leyli, Nemati, Majid. (1404). Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2025.80760.864
Leyli Nouraei Yeganeh; Majid Nemati. "Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22054/ilt.2025.80760.864
Nouraei Yeganeh, Leyli, Nemati, Majid. (1404). 'Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2025.80760.864
Nouraei Yeganeh, Leyli, Nemati, Majid. Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22054/ilt.2025.80760.864

Using Flipped Learning with Self-Regulated Learning Strategies to Develop Argumentative Writing

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 آذر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2025.80760.864
نویسندگان
Leyli Nouraei Yeganeh* 1؛ Majid Nemati2
1Department of Foreign Languages and Literature, University of Tehran, Tehran, Iran
2Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran
چکیده
Abstract

This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included 240 senior medical students with intermediate English proficiency from an Iranian university, divided into an experimental group (FL with SRL, n = 120) and a control group (FL without SRL, n = 120). Over one semester, using Zimmerman's SRL model, the intervention aimed to develop students' AW skills through a structured FL approach. Results showed significant improvements in AW skills for both groups (p < 0.001), but the experimental group exhibited greater gains (t = 6.22, p < 0.001). The study also examined the impacts on claim and qualifier elements, as per the Toulmin model, revealing differential improvements, with qualifiers showing larger gains (p < 0.001). The SRL intervention significantly enhanced students' self-reported SRL skills, particularly in motivation, planning, learning assessment, and self-directness (p < 0.001). Overall, the findings offer insights into optimizing FL with SRL for AW development in medical education.
کلیدواژه‌ها
Flipped Learning؛ Self-Regulated Learning؛ Argumentative Writing؛ Medical Students؛ English for Specific Purposes
آمار
تعداد مشاهده مقاله: 2


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