Investigating the Improvement of Medical Students' Autonomy in Learning English Conversation under Flipped Learning

Due to the need for autonomy (self-control and self-management), desire to learn, and performance of medical students to learn English conversation, the present study aims to investigate the effect of conducting the flipped learning pattern on improving effective teaching strategies.

The present study is a quasi-experimental pretest-posttest design with a control group. The statistical sample was selected in an accessible manner with a random replacement of 100 people (50 people in each group). To collect data, the Fisher, King, and Tague’s (2001) autonomy and self-directed questionnaire was first administered to control and experimental groups. Then the control group learned English conversation in the usual way and the experimental group under the flipped learning pattern. Finally, a post-test was performed in both groups.

The results of univariate analysis of covariance (ANCova), repeated measures test and comparison of self-directed learning readiness of the studied samples before and after the intervention showed a significant effect of this teaching method on improving students' self-direction and autonomy.

The results indicated that the value and acceptability of the pattern besides traditional teaching methods have a great impact on students’ autonomy, desire to learn, and learning performance. Implementing similar research in different courses and on more examples is two suggestions for future research.