The Effect of Flipped Learning Pattern (FLP) in Terms of Problem-Based Teaching Approach (PBTA) on Applicants’ Self-Directed Learning (SDL) Towards the English Courses

This study aimed to investigate the effect of the Flipped Learning Pattern (FLP) in terms of the ProblemBased Teaching Approach (PBTA) on the participants’ self management, desire for learning, and self control in learning English. The research design was quasi-experimental using pre-test and post-test. The participants were selected via cluster sampling from the English learners enrolled in Aladdin center in the 2018-2020 academic year. They were randomly divided into experimental and control groups (n=320). To collect the data, the self directed learning questionnaire of Fisher, King, and Tague (2001) was used. The questionnaire contains 52 items and three subscales of self management, desire for learning, and self control. Findings showed that there was a significant difference in the effect of the method on three subscales of self directed learning in the experimental and control groups. The results indicated that the value and acceptability of the pattern improve self directed learning; and choosing the right teaching method with conscious design will have a great impact on learners’ high levels of learning English skills. Therefore, followup studies are necessary to investigate further the application of FLP in terms of PBTA in various lessons.