The Effect of Performing a Flipped Learning Pattern (FLP) on Desire for Learning, Self-control, and Self-Management of Students

The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-tests. The statistical sample was selected as available by the random replacement for all students in the Aladdin Center in Mashhad in the two academic years from 2018 to 2020 with 220 students. To collect data, the questionnaire of Fisher et al (2001) was first administered to the experimental and control groups as a pre-test. Then, English grammar was taught to the control group under flipped teaching patterns and to the control group through the traditional method. In the end, a post-test was performed on both groups. To determine the validity and reliability of the study Cronbach's alpha coefficient (α), to check the normality of the study population repeated measures, and to answer the research questions sample t-test was used. Findings showed that the use of flipped learning patterns had an effect on the desire for learning and self-control but had no effect on self-management. Regarding the results, it can be argued the value and acceptability of the pattern are effective in self-directed learning at different higher education levels and have improved teaching and learning.