Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

Abstract This study examined the development of students’ language skills in a flipped English foreign course designed with self-regulated learning strategies. The was conducted quasi-experimental design. While experimental group received through classroom model strategies, control did not use strategies model. results indicated that positively affected A significant difference favor working platform including outperformed speaking, reading, writing, and grammar test scores. However, no listening found.