TY - JOUR ID - 134501 TI - 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 JO - Journal of Foreign Language Teaching and Translation Studies JA - EFL LA - en SN - AU - Soleymani, Shila AU - Aliabadi, Khadijeh AU - Zaraii Zavaraki, Ismaiil AU - Delavar, Ali AD - Ph.D. Candidate in Instructional Technology, Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran AD - Associate Professor of Instructional Technology, Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran AD - Professor of Assessment and Measurment, Department of Assessment and Measurment, Faculity of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran Y1 - 2021 PY - 2021 VL - 6 IS - 2 SP - 87 EP - 116 KW - English Course KW - FLP KW - Learning KW - PBTA KW - SDL DO - 10.22034/efl.2021.284762.1096 N2 - 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. UR - https://efl.shbu.ac.ir/article_134501.html L1 - https://efl.shbu.ac.ir/article_134501_a037e46c36e70076fdf8b544a380819c.pdf ER -