Abstract

This study aims to investigate the effects of the flipped classroom model on ninthgrade students’ self-directed learning readiness and attitudes towards the English course and identify how the flipped classroom method affects students’ self-directed learning readiness and attitudes towards the English course as well as the potential reasons for these. The study adopted an explanatory sequential design, one of the mixed method research designs. In line with the mixed method approach, quantitative phase of this study utilized pretest-posttest control group quasi experimental design, and the qualitative phase included focus group interviews to collect data. Quantitative data were collected using the “Self-directed Learning Readiness Scale” and “Attitudes towards the English Course Scale”. The study was conducted with 46 ninth grade students who were enrolled in Vocational and Technical Anatolian high school in a city located in the southern part of Turkey in the 2015-2016 education year. Results showed a significant difference between the experimental and control group in terms of self-directed learning readiness and attitudes towards the English course in favor of the experimental group students.

According to qualitative findings, the flipped classroom method had positive contributions to students’ self-directed learning readiness and attitudes towards the English course. Quantitative and qualitative findings were found to be parallel with each other.

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