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• W3189281736 abstract "This study aimed to investigate the effect of the Flipped Learning Pattern (FLP) in terms of the Problem-Based Teaching Approach (PBTA) on the participants’ self-management, desire for learning, and self-control in learning English. The research design was quasi-experimental using pre-test and post-test. The participants were selected via cluster sampling from the English learners enrolled in Aladdin center in the 2018-2020 academic year. They were randomly divided into experimental and control groups (n=320). To collect the data, the self-directed learning questionnaire of Fisher, King, and Tague (2001) was used. The questionnaire contains 52 items and three subscales of self-management, desire for learning, and self-control. Findings showed that there was a significant difference in the effect of the method on three subscales of self-directed learning in the experimental and control groups. The results indicated that the value and acceptability of the pattern improve self-directed learning; and choosing the right teaching method with conscious design will have a great impact on learners’ high levels of learning English skills. Therefore, follow-up studies are necessary to investigate further the application of FLP in terms of PBTA in various lessons." @default.
• W3189281736 created "2021-08-16" @default.
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• W3189281736 date "2021-06-01" @default.
• W3189281736 modified "2023-09-26" @default.
• W3189281736 title "The Effect of Flipped Learning Pattern (FLP) in Terms of Problem-Based Teaching Approach (PBTA) on Applicants’ Self-Directed Learning (SDL) Towards the English Courses" @default.
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• W3189281736 doi "https://doi.org/10.22034/efl.2021.284762.1096" @default.
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