ENHANCING LEARNER AUTONOMY THROUGH FLIPPED ENGLISH LANGUAGE CLASSROOMS AT HIGH SCHOOLS: A CONCEPTUAL REVIEW
Abstract
Learner autonomy is widely recognized as a fundamental objective of modern language education because it enables students to become responsible, reflective, and self-directed learners. At the same time, technological advancements have encouraged educators to adopt innovative teaching approaches that support active learning and student engagement. Among these approaches, the flipped classroom model has gained considerable attention. This conceptual review explores how flipped English language classrooms contribute to the development of learner autonomy among high school students. Drawing upon theoretical and empirical literature, the article examines the principles of learner autonomy, the foundations of flipped learning, and the relationship between these two concepts. The review suggests that flipped classrooms promote self-regulation, responsibility, motivation, and independent learning habits by allowing students to engage with instructional materials before class and participate in collaborative activities during class. The paper concludes that flipped learning provides a supportive environment for the development of autonomous learners and offers recommendations for teachers and researchers.
References
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, 30(9), 1–18.
Chen, Y., Wang, Y., Kinshuk, & Chen, N. S. (2014). Is FLIP enough? Educational Technology & Society, 17(1), 16–27.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom. Language Learning & Technology, 22(2), 1–17.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.
Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427–435.
Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. IRRODL, 17(3), 313–340.
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64–70.
Bergamin, P., Werlen, E., Siegenthaler, E., & Ziska, S. (2012). The relationship between flexible and self-regulated learning. Distance Education, 33(3), 369–384.
