Self-regulation and metacognition in a flipped classroom: EFL students' perspectives at a Vietnamese university

Thi Hien Bui
Hanoi University of Industry, Vietnam
Nicola F. Johnson
Edith Cowan University, Australia

While the flipped classroom (FC) has been increasingly used and well-researched in Western countries, little is known about its implementation in Vietnam. Utilising symbolic interactionism as the theoretical perspective, this study reports on research into English as a foreign language (EFL) students' perspectives of self-regulation and metacognition and how they went about these strategies in the FC at Hanoi University of Industry (HaUI). The study employed semi-structured interviews with 20 EFL students and five EFL teachers, and 30 observations of students' learning activities in both online learning and face-to-face settings. The findings revealed that students expressed a range of beliefs about self-regulative and metacognitive strategies, but these revealed inconsistencies across the cohort. While many students believed that they needed to be self-regulated learners, they lacked self-regulation and metacognition skills in the FC. The authors pointed to the underlying factors contributing to students' inadequate skills of self-regulation and metacognition. Suggestions are offered for Vietnamese higher education institutions.
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Authors: Dr Thi Hien Bui obtained her PhD in the School of Education, Edith Cowan University, Australia. She has been a lecturer in English at Hanoi University of Industry, Vietnam for 20 years. Her research focuses on the flipped classroom and TESOL pedagogies. ORCID: https://orcid.org/0000-0002-5815-9415 Email: buihien1978dhcn@gmail.com Dr Nicola F. Johnson is an associate professor of digital technologies in education in the School of Education at Edith Cowan University, Australia. ORCID: https://orcid.org/0000-0001-7875-3027 Email: nf.johnson@ecu.edu.au Please cite as: Bui, T. H. & Johnson, N. F. (2024). Self-regulation and metacognition in a flipped classroom: EFL students' perspectives at a Vietnamese university. Issues in Educational Research, 34(1), 19-36. http://www.iier.org.au/iier34/bui.pdf