This chapter describes a mixed-methods study on developing EFL learners’ collocational knowledge in a self-regulated flipped classroom. It presents the research design, data collection methods, and analysis techniques used in the study. The chapter also discusses the findings related to the effectiveness of the flipped classroom approach in improving learners’ collocational knowledge.

1. Introduction

This chapter discusses the importance of collocational knowledge in vocabulary acquisition and the need for more effective ways to acquire collocational knowledge. It introduces the flipped classroom approach and its benefits for language learning, as well as the self-regulated flipped classroom approach. Studies have shown that the flipped classroom approach can improve writing performance, speaking, listening, and engagement with course materials. It also provides a more dynamic, interactive, and efficacious learning environment compared to conventional classes. Additionally, it emphasizes the importance of self-regulation in the flipped classroom approach to improve learners' motivation and learning process.

2. Method

The chapter describes the participants, materials, and procedures used in the study. Two intact classes of Persian-speaking female EFL students participated in the study. The measuring tools included an oral placement test, collocation test, and New Vocabulary Levels Test. Both flipped and self-regulated flipped classroom approaches were conducted over a period of six weeks. The procedures involved class time and outside of class time activities, with self-regulation strategies used in the self-regulated flipped classroom approach. The study aimed to improve collocational knowledge and vocabulary proficiency in EFL learners.

3. Results

This chapter discusses the results of a quasi-experimental research on the effect of self-regulated flipped classroom approach on EFL learners' collocational knowledge. The study found that both flipped classroom and self-regulated flipped classroom showed progress in developing collocational knowledge. There was a significant interaction between program type and time, with self-regulated flipped classroom showing more positive impact on the students' collocational knowledge. The results of the study also indicated that self-regulated flipped classroom made more progress than flipped classroom. The participants in self-regulated flipped classroom tended to spend more time watching the videos and learning the material effectively before the class. This demonstrated that self-regulated flipped classroom participants took into account their goals and made efforts to achieve them.

4. Discussion

In this chapter, the study discusses the comparison of collocational learning outcomes between EFL students in a flipped classroom vs. a self-regulated flipped classroom. The results show that self-regulation played a crucial role in developing collocational knowledge in the flipped context. The study also discusses the positive effect of flipped approach on learning collocations and the impact of self-regulated flipped classroom on students' engagement and learning achievements. Additionally, it emphasizes the importance of self-regulation in improving collocational knowledge and the connection between active learning strategies and collocation enhancement. The findings suggest that self-regulated flipped classroom may be a viable methodology for EFL classes.

5. Conclusion

This chapter discusses the learning outcomes of EFL learners in a flipped classroom and self-regulated flipped classroom. The study found that self-regulated flipped classroom approach led to better improvement in learners' confidence, self-regulation, goal-setting, evaluation, and collocational knowledge. It also provides new insights into the role of flipped classrooms and self-regulation. The findings have implications for EFL teachers, learners, policymakers, and school stakeholders to facilitate the use of flipped learning in classrooms. The study also recommends further exploration of different types and aspects of collocations, as well as the influence of self-regulated flipped approach on other language skills. Inadequacy of resources was identified as a struggle during learning, suggesting the need for multiple resources and materials for different levels of learners.