# Words without references: 3096

Beyond Language Learning: Developing Learners’ Self-Regulation Skills and Self-Efficacy in a College Flipped Spanish Course

Nadia Jaramillo Cherrez

Introduction Self-regulation and self-efficacy are highly valued in learning environments, especially

when technology plays a central role. Through self-regulation learners can monitor their learning progress, and through self-efficacy they can pay conscientious attention to their capabilities, both hypothesized to influence learning, motivation, and autonomy (Berk, 2003; Zimmerman & Schunk, 2011). In foreign and second (L2) language learning, these skills become more essential for learners to “extract maximum benefit from the different learning environments they may find themselves in” (Collins & Muñoz, p.140). In particular, for computer-assisted language learning (CALL) within flipped learning, self-regulation and self-efficacy play a crucial role in directing learners to manage their learning process successfully in the context of the learning environment (Arnold & Harris, 2017; Barnard, Lan, To, Paton & Lai, 2008; Lynch & Dembo, 2004) and effective communication inside and outside that environment.

CALL within flipped learning has brought about several learning benefits including improving speaking performance and communication (Ishikawa et al., 2015; Obari & Lambacher, 2015), increasing linguistic and lexical understanding (Kang, 2015; Leis, Cooke, & Tohei, 2015; Moranski & Kim, 2016), demonstrating high levels of engagement in class (Egbert, Herman, & Lee, 2015; Hung, 2015), increasing motivation (Chen Hsieh, Wu, & Mark, 2016; Evseeva, & Solozhenko, 2015), and acquiring technological skills (Egbert, Herman, & Chang, 2014). However, to achieve the overarching goal in L2 instruction, which is to communicate effectively and confidently with other speakers of the L2 (Willis & Willis, 2009), language learning should go beyond knowledge of grammar, vocabulary and culture, and the addition of a CALL component. Despite the breadth of positive language outcomes promoted by the use of technology in L2 environments, little is known about CALL within flipped learning to foster self-regulation and self-efficacy. Therefore, this study aims to fulfil this gap in a twofold purpose. First, this study investigated learners’ development of self-regulation skills and self-efficacy in a flipped intermediate Spanish course that integrated a CALL component at a university in the Midwest. Second, an overview of the flipped L2 model will be presented in support of the research study. In particular, how theoretical principles on language learning guided the design of the flipped course to promote and transform self-regulation skills and self-efficacy.

Theoretical Framework Self-Regulation and Self-Efficacy

Self-regulation is a critical method that transforms learners’ mental abilities and skills to accomplish tasks by constantly monitoring their progress, adjust their learning strategies, and refocus their efforts for more successful outcomes (Berk, 2003; Zimmerman & Schunk, 2011). Self-regulation abilities are tied to the nature of the learning environment, therefore, learning in a blended or online context requires higher levels of learner autonomy and readiness to cope with the demands of such environments (Barnard et al., 2008; Lee & Tsai, 2011; Williams & Hellman, 2004). Further, self-efficacy relates to beliefs people have in their own capabilities to

perform an activity and in the results of that performance, which strongly influence cognitive and affective processes (Bandura, 1977; 2007) as well as self-regulation behaviors (Zimmerman & Schunk, 2011).

There is an apparent connection between self-regulation and self-efficacy, suggesting that learners who believe in their own abilities to perform a task, are likely to employ self-regulatory skills (Hidi & Ainley, 2008). Students who believe in their capabilities to perform academically tend to “use more cognitive and metacognitive strategies, and, regardless of previous achievement or ability, work harder, persist longer, and persevere in the face of adversity” (Pajares, 2002, p. 117). Self-efficacy is intrinsically linked to self-regulation as it pertains to the active participation of learners in their own learning process through the use of metacognitive, motivational and behavioral strategies and tools (Zimmerman, Bandura, & Martinez-Pons, 1992). Self-efficacy for self-regulation has been found to be a significant predictor in achievement (Adigüzel & Orhan, 2017; Mills, Pajares, & Herron, 2007), and strongly influential for motivation (Pajares, 2002). Students with high levels of self-regulatory behaviors can demonstrate higher levels of metacognitive and critical thinking skills (Adigüzel & Orhan, 2017; Altay & Saracaloğlu, 2017), and learners become a more dynamic player in their own learning and develop positive perceptions of the use of technology (Nasseri & Motallebzadeh, 2016).

While blended and online learning environments may offer flexibility to learning, they can also represent a challenging and overwhelming experience for students (Lee & Tsai, 2011). It is, then, desirable that students develop their self-regulation skills to become independent learners in higher education contexts (El-Senousy & Aluda, 2017). Learners need to become aware of the learning contexts, take responsibility for planning and accomplishing tasks autonomously, feel motivated to actively participate and seek help if needed, contribute to their own learning through self-evaluation, and feel confident of their capabilities to accomplish their learning tasks (Barnard et al., 2008; Zimmerman, 2001). Self-Regulation and Self-Efficacy in L2 Learning

In L2 learning, and in CALL environments in particular, self-regulation and self-efficacy become key elements for learners to regulate their learning process for more effective language development and uses of technology (Lai & Gu, 2011). Research on L2 learning has shown several aspects influencing self-regulation and motivation, such as the learning environment (Alzubaidi, Aldridge, & Khine, 2016), self-efficacy, personality, and L2 proficiency (Gyhasi, Yazdani, & Farsani, 2013; Köksal & Dündar, 2017). Alognside, self-efficay has been linked to language proficieny, motivation and learning strategies (Abedini, Rahimi & Zare-ee, 2011; Chang & Shen, 2005; White, 2008). Self-regulation in technology supported instruction relates positively to learning gains (Cheng & Chau, 2013), motivation (Chang, 2005; Liu, Lan, Ho, 2014) and language competence (Cheng 2002). However, research on self-regulation and self-efficacy in flipped CALL environments remains scarce. Investigating language learners’ development of self-regulations skills and self-efficacy beliefs in these L2 learning environments will increase our understading of the ways in which instructors can design flipped CALL to foster learning beyond linguistic knolwedge, and assist students to succeed. This study sought to answer (1) whether learners in a flipped intermediate Spanish course developed self-regulation skills, and (2) whether they became aware and intentional of their self-efficacy beliefs.

Methodology This research used a single case study design (Yin, 2014) to investigate the development

of self-regulation skills and self-efficacy. This case study included a pre-post survey approach related to blended and online learning (Barnard, et al., 2008) and focus group interviews.

Research Context The study was carried out with the intermediate Spanish course (4th semester of college

Spanish), in the Lower Division Spanish program at the World Languages Department. In previous years, this intermediate Spanish course had been offered in a hybrid format, which seemed ineffective for offering students more opportunities to interact and communicate in Spanish (language instructor, personal communication, Fall 2016). Therefore, the course was redesigned using the flipped learning approach to catalyze a communicative approach to accomplish the learning objectives. This redesign included online CALL preparatory assignments, in-class communicative tasks, and post-class homework assignments. Flipped CALL Model

Implementing a pedagogical approach that integrates CALL in the L2 curriculum has pedagogical implications related to the use of technology (Chapelle 2009, 2017; Kern, 2006; Kern & Warschauer, 2000; Levy, Hubbard, Stockwell, & Colpaert, 2015), the role of the instructor (Hubbard, 2011), learners’ needs, characteristics and interests (Oxford & Oxford, 2009), and the affordances of the pedagogical approach. The learning conditions that second-language acquisition (SLA) has identified to foster learning a L2 can align with the flipped learning approach to facilitate opportunities to increase interaction and negotiation of meaning, engage learners in authentic tasks, increase learners’ creativity in the use of the L2, provide individual feedback, lower learners’ L2 anxiety, and develop learners’ autonomy (Egbert et al., 2014).

Additionally, an L2 communicative approach focuses on facilitating learning strategies involving expression, interpretation, and negotiation of meaning (Savignon, 1972, 2002). Each of these strategies seek to develop learners’ ability to engage in interactions with other L2 speakers, convey meaning through coping strategies, take risks to use the L2, and use of linguistic and non-linguistic resources to experience L2 in communicative situations. A communicative approach places the learners at the center of the learning process and fosters their interaction in communicative situations where engaging in language tasks is more prominent than in structured language activities (Dörnyei, 2009; Savignon, 2007).

Nevertheless, the apparent connection between L2 and flipped learning mostly responds to integrating technology to deliver complex instruction than to reconceptualizing the role of the learning spaces (Moranski, & Kim, 2016). Thus, the flipped CALL model that supported this study was conceptualized taken into account the aforementioned theoretical underpinnings. Through online CALL, in-class tasks, and scaffolding assignments the model aims to foster a truly principled communicative learning experience (Fig 1).

Figure 1. Proposed Flipped CALL Model

Participants The participants come from a convenience sampling of all students enrolled in the flipped

intermediate Spanish course (n=21). There were 15 females and 6 males. The majority (18, 85.71%) were 18-20 years old, and 2 (9.52%) were in the range 21-23 years old, and 1 (4.76%) was older than 23. Among these, 20 students (95.23%) had English as their first language, and only 1 (4.76%) had Korean as first language. While most students in this study (15, 71.43%) had more than three years of Spanish studies, four (19.05%) had between one and three years of studies, and two (9.52%) had less than year of Spanish studies. Instruments and Data Collection

A 24-item validated online self-regulated learning questionnaire (OSLQ) (Barnard et al., 2009) was used. The OSLQ included six subscales, each with a 5-point Likert response (strongly agree = 5; strongly disagree =1): Goal setting (five questions, α = .82), Environment structuring (4 questions, α = .81), Time management (three questions, α = .70), Help seeking (four questions, α = .75), Task strategies (4 questions, α = .82), and Self-evaluation (four questions, α = .88).

Questions related to can-do learning goals were added to the questionnaire and a focus-group interview with students was conducted to examine their beliefs of what they can do (Bandura, 2007) with the language and resources at hand. These questions related to performance, task difficulty, and perceived capabilities for communicative competence and performance within CALL (Sarfraz, Mansoor & Tariq, 2015). The questionnaire was administered online on the second and on the last week of classes in Spring 2017. The focus-group took place on the last week of classes. Data Analysis

Descriptive and inferential statistics were conducted to measure self-regulation and self-efficacy. Means and standard deviations were obtained for each subscale and paired-samples t-tests were conducted to determine any significant difference.

A recurrent and iterative process of content analysis was used to examine the qualitative data. Each open-ended question was segmented and systematically examined for related ideas and patterns to code into categories and later clustered into preliminary themes (Creswell (2012).

Results Development of self-regulation skills

Descriptive statistics, paired-samples t test and Wilcoxon Signed-Rank test were conducted to determine any significant differences in self-regulation skills. Results show statistically significant differences for goal setting t(20) = 3.91, p < .05, time management t(20) = 2.09, p < .05, task strategies t(20) = 2.74, p < .05 and self-evaluation t(20) = 2.09, p < .05. No significant differences were found for environment structuring and help seeking (Table 1). Table 1. Results from the paired-samples t-test and Wilcoxon signed-rank test of self-regulation skills

Note:* statistically significant at < .05 Awareness and Intentions of Self-efficacy Beliefs

Descriptive statistics, paired-samples t test and Wilcoxon Signed-Rank test were conducted to determine whether there were differences in self-efficacy beliefs. The results showed statistically significant differences for ability to write in Spanish t(20) = 2.65, p < .05, to understand spoken discourse t(20) = 2.64, p < .05. No significant differences were found for the other self-efficacy variables (Table 2).

Table 2. Frequencies of self-efficacy beliefs related to flipped CALL

Additionally, frequencies of students’ positive and negative perceptions of their self-efficacy beliefs were calculated for CALL and in-class tasks (Table 3). Overall, most of the findings indicated that learners held positive beliefs about their levels of language proficiency and perceived capabilities for communicative competence and performance. Comprehension of conversational Spanish showed higher negative perceptions.

Table 3. Frequencies of self-efficacy beliefs related to flipped CALL

Note:* based on learning goals derived from ACTFL and flipped learning

Qualitative data from two focus-group interviews suggested that learners in this flipped CALL course believed they had accomplished not only language learning goals, but they could also become more aware of their study strategies, college life, and benefits of group work. Table 4 summarizes the most prominent themes in the data.

Table 4 Major findings from the focus-group interviews with students

Discussion

The results of this study suggested that while students engaged in online CALL to gain foundational knowledge and practice linguistic knowledge, their overall predisposition as well as their confidence to engage in tasks in the classrooms develop throughout the flipped course. With the course structure students were highly encouraged to set goals and manage their time to plan the ways in which they would complete the online CALL prior to class. Because the in-class activities involved actual use of the L2, students who developed their self-regulation skills such as goal setting, time management, task strategies and self-evaluation demonstrated better preparation, engagement, and perceived performance. They also increased their self-efficacy and could feel more confident and capable of engaging in highly dynamic conversations in the L2.

Learners’ positive perceptions of their L2 abilities might have been fostered because students were given license to exert some control over the ways they learned the linguistic content online and were guided and scaffolded during class tasks. It is possible that on the one hand, students might feel more comfortable reviewing the linguistic content on their own time and pace, with the flexibility of having multimedia tutorials and interactive exercises. In fact, an online platform that facilitates adaptive learning and the integration of multimodalities offers some level of flexibility and better learning (Rosell-Aguilar, 2007; Sun & Rueda, 2011). On the other hand, the types of CALL tasks might facilitate learners’ noticing of their interlanguage development gaps. These tasks included practice quizzes and exercises with multiple attempts, personalized feedback and clarification of wrong answers, which could prompt students to correct their mistakes or review the content again. It is worth mentioning that online CALL is not a panacea and will not be better than any other L2 curriculum strategy. CALL will enhance the learning experience as far as the design of the materials has its foundations in SLA and language pedagogy (Chapelle, 2009).

Because the learning environments are strongly associated with learning achievement (Afari, Aldridge, Fraser, & Khine, 2013; Fraser 2012) flipped CALL can be a potential approach for L2 learning. Despite the belief that face-to-face classes place less demands for self-regulation behaviors (Lee & Tsai, 2011), the in-class activities in this study involved challenging tasks that fostered active participation, risk taking, and engagement. These characteristics could lead learners to find strategies to aid in their involvement in speaking tasks and self-evaluate their readiness and foundational knowledge for engaging in spontaneous communicative-focused activities. Research has demonstrated that anxiety plays a crucial role in learners’ confidence to

engage in using the L2 (Gregersen & Horwitz, 2002; MacIntyre & Gardner, 1994; Marcos-Llinás & Garau, 2009; Liu & Jackson, 2008), therefore, the in-class communicative activities were designed to build confidence and willingness to communicate progressively. Thus, classroom activities need to be scaffolded through teacher support, cooperation and personal relevance (Afari et al., 2013). Hence, it can be argued that flipped L2 goes beyond active learning.

The positive perceptions of self-efficacy can also be attributed to the activities that were designed to connect the class topics to learners’ own experiences. Studies have found that personal relevance is a factor associated with self-efficacy beliefs (Fraser, 2012). Adding to this, the conversational friendly nature of the classroom environment with small group work and peer support could also be a contributor for student’ increase confidence in their self-efficacy beliefs and perceptions of their capabilities for language performance. This is in line with other research that has found that the psychosocial environment strongly influences self-regulation and self-efficacy in L2 learners (Alzubaidi, Aldridge, & Khine, 2016). In fact, learning environments with opportunities to establish relations and opportunities for group work and interaction can foster self-regulation and self-efficacy beliefs (Alzubaidi et al., 2016; Urdan & Schoenfelder, 2006).

In flipped CALL, the solely distribution of content material and delivery of information in online and in face-to-face spaces will limit learner’s opportunities for success. Therefore, teachers seeking to implement this approach need to create learning environments that go beyond content knowledge. These environments need to support, nurture and cultivate the development of self-efficacy and self-regulation practices, where learners develop their own learning standards and evaluate their own efforts (Pajares, 2002), as well as provide support in the use of technology and the metacognitive skills (Kizil & Savran, 2016; Lai & Gu, 2011). Thus, flipped CALL strongly emphasizes the need for creating learning opportunities where learners can use their language skills in real-life situations and for intentional communicative purposes. These opportunities could lead to create bonds among students and develop self-regulation in their learning (Alzubaidi et al., 2016). Given the importance of designing a flipped CALL environment to be truly responsive to the conditions for SLA, both learning environments, online and face-to-face, should be carefully examined to identify their affordances and limitations. In this way, teachers can better design activities to promote self-regulation skills to increase learner autonomy and ownership for learning, and self-efficacy beliefs to increase awareness and confidence of language use capabilities, as well as sense of security, positive attitudes, and motivation toward the L2 (Moyer, 2018).

Conclusion Self-regulation skills are learners’ strength traits for learning (Oxford, 2016) and their

self-efficacy beliefs constitute a driving force to motivation and a strong predictor of learning performance (Schunk, 2003). This study has shown the possibility to help learners develop self-regulation skills and foster self-efficacy in a flipped CALL course. With increased shifts to CALL and L2 online education, self-regulation becomes an important component of the L2 experience. Teachers can cultivate self-efficacy beliefs and self-regulatory practices in workable and achievable ways to challenge learners’ pre-conceived capabilities and alter them. It is important to note that self-efficacy beliefs and self-regulation are key elements to devise learning strategies which play a key role in L2 acquisition (Mills et al., 2007).

Limitations in this study pertain to the focus and size of the sample. Further research should investigate which specific strategies learners used on their own to regulate their learning in CALL and in-class activities, and to keep motivated and engaged in highly dynamic and collaborative communicative environments.

References Abedini, A., Rahimi, A., & Zare-ee, A. (2011). Relationship between Iranian EFL learners' beliefs about

language learning, their language learning strategy use and their language proficiency. Procedia Social and Behavioral Sciences, 28, 1029–1033

Adigüzel, A., & Orhan, A. (2017). The Relation between English Learning Students' Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements. Journal of Education and Practice, 8(9), 115–125.

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131–150.

Altay, B., & Saracaloğlu, A. S. (2017). Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English. Novitas-ROYAL, 11(1), 1–26.

Arnold, N., & Harris, K. (2017). CALL for ALL? An Agenda for Impact, Interdisciplinarity and Innovation. Paper Presented at the 2017 Annual Conference CALICO, Northern Arizona University, May 16–20, Flagstaff, Arizona

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Bandura, A. (2007). Much ado over a faulty conception of perceived self-efficacy grounded in

faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641–658. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and

blended learning environments. The internet and higher education, 12(1), 1–6. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.

Alexandria, VA: International Society for Technology in Education. Thousands Oak, CA: Sage Berk, L.E. (2003). Child development. Boston, MA: Allyn and Bacon. Chang, M. M. (2005). Applying self-regulated learning strategies in a Web-based instruction – An investigation of

Motivation perception. Computer Assisted Language Learning, 18(3), 217–230. Chang, C. & Shen, M. (2005). The effects of beliefs about language learning and learning strategy use of junior high

school EFL learners in remote districts. Research in Higher Education Journal, 8(1), 1–8. Chapelle, C. A. (2009). The relationship between second language acquisition theory and Computer-Assisted

language learning. The Modern Language Journal, 93(s1), 741–753. Chapelle, C. (2017). Evaluation of technology for language learning. In. C.A Chapelle & S. Sauro, (Eds.),

Handbook of technology for second language learning and teaching. Oxford, UK: Blackwell-Wiley. Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL

learning. Computer Assisted Language Learning, 30(1–2), 1–26. Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–

656. Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their

ePortfolio achievement. Internet and Higher Education, 17, 9-15. Language Annals, 35, 647–656. Dörnyei, Z. (2009). The 2010s Communicative language teaching in the 21st century: The ‘principled

communicative approach’. Perspectives, 36(2), 33–43. Egbert, J., Herman, D., & Chang, A. (2014). To flip or not to flip? That's not the question: Exploring flipped

instruction in technology supported language learning environments. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 4(2), 1–10.

Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education: A Design-Based Study in a Complex, Open-Ended Learning Environment. The Electronic Journal for English as a Second Language, 19(2), 1–23.

El-Senousy, H. & Alquda, J. (2017). The effect of Flipped Classroom Strategy using Blackboard Mash-Up Tools in enhancing achievement and Self–Regulated Learning skills of university students. World Journal on Educational Technology: Current Issues, 9(3), 144–157

Evseeva, A., & Solozhenko, A. (2015). Use of flipped learning technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205–209.

Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.). Second international handbook of science education, (pp. 1191– 1239). New York, NY: Springer.

Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. Modern Language Journal, 86, 562–570

Gyhasi, M., Yazdani, M. & Farsani, M. A. (2013). The Relationship between Personality Types and Self-Regulated

Learning Strategies of Language Learners. International Journal of Applied Linguistics & English Literature, 2(4), 74–82.

Hidi, S., & Ainley, M. (2008). Interest and self-regulation: Relationships between two variables that influence learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 77–109). Mahwah, NJ: Lawrence Erlbaum Associates Publishers

Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.

Ishikawa, Y., Akahane-Yamada, R., Smith, C., Kondo, M., Tsubota, Y., Dantsuji, M. (2015). An EFL flipped learning course design: utilizing Learners’ mobile online devices. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.). Proceedings from 2015 EUROCALL Conference, Italy (pp. 261–267).

Kang, N. (2015). The comparison between regular and flipped learnings for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18(3), 41–72

Kern, R. G., & Warschauer, M. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.

Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183–210.

Kizil, A. Ş., & Savran, Z. (2016). Self-regulated learning in the digital age: An EFL perspective. Köksal, D. & Dündar, S. (2017). Factors affecting the use of self-regulated l2 learning strategies in Turkish FLE

context. Journal of Language and Linguistic Studies, 13(2), 397–425 Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted

Language Learning, 24(40, 317–355. Lee, S., & Tsai, Ch. (2011). Students’ perceptions of collaboration, self-regulated learning, and

information seeking in the context of Internet-based learning and traditional learning. Computers in human behavior, 27(2), 905–914.

Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped learnings on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(4), 37–51.

Levy, M., Hubbard, P., Stockwell, G., & Colpaert, J. (2015). Research challenges in CALL. Computer Assisted Language Learning, 28(1), 1–6.

Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration. Educational Technology & Society, 17(4), 404–419

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86.

Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2).

MacIntyre, P., & Gardner, R. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283–305

Marcos-Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94–111.

Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language learning, 57(3), 417–442.

Moyer, A. (2018). An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent. CATESOL Journal, 30(1), 95–112.

Moranski, K., & Kim, F. (2016). ‘Flipping’ Lessons in a Multi-Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom. The Modern Language Journal, 100(4), 830–852.

Nasseri, S., & Motallebzadeh, K. (2016). Podcasts: A Factor to Improve Iranian EFL Learner’s Self-Regulation Ability and Use of Technology. Educational Technology & Society, 19(2), 328–339.

Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped learning. In Critical CALL–Proceedings of the 2015 EUROCALL Conference, Italy (pp.433–438).

Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. New York, NY: Taylor & Francis.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into practice, 41(2), 116– 125.

Rosell-Aguilar, F. (2007). Top of the pods - In search of a podcasting “pedagogy” for language learning. Computer Assisted Language Learning, 20(5), 471–492

Sarfraz, S., Mansoor, Z., & Tariq, R. (2015). Teachers’ and Students’ Perceptions of the Communicative Language Teaching Methodology in the CALL Environment: A Case Study. Procedia-Social and Behavioral Sciences, 199, 730–736.

Savignon, S. J. (1972). Teaching for Communicative Competence: A Research Report. Audio-Visual Language Journal, 10(3), 153–162.

Savignon, S. J. (2002). Communicative Curriculum Design for the 21st Century. Forum, 40(1), 2–7. Savignon, S. J. (2007). Beyond communicative language teaching: What's ahead? Journal of Pragmatics, 39(1),

207–220. Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to Open Course Ware

instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social

relationships, and competence beliefs. Journal of School Psychology, 44, 331–349. Williams, P. E., & Hellman, C. M. (2004). Differences in self-regulation for online learning between first- and

second-generation college students. Research in Higher Education, 45(1), 71–82. Willis, J., & Willis (2009). Task-based learning: Some questions and answers. The Language Teacher (33)3, 3–8. Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage. Zimmerman, B.J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and

Analysis. In Zimmerman, B.J. & Schunk, D.H. (Ed.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1–65). Mahwah, NJ: Lawrence Erlbaum Associates Publishers

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of \ self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–676. Zimmerman, B. & Schunk, D. (2011). Self-Regulated Learning and Academic Achievement:

Theoretical Perspectives (2nd Ed.). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.