The implementation of integrating flipped classroom and self-regulated learning in enhancing EFL speaking competence

Speaking competence in English as a foreign language (EFL) is considered essential for students in the twenty-first century. However, EFL students struggle to achieve optimal speaking performance. Therefore, the implementation of integrating the flipped classroom and self-regulated learning aims to achieve a breakthrough in enhancing EFL speaking competence. By taking an interpretative qualitative approach, this study examines students’ academic performance records, reflective journals, and in-depth interviews with eight university students over three months in a Chinese university. Thematic analysis identified three key strategies that students applied in the flipped classroom to develop EFL speaking competence, including motivational strategies (comparative self-assessment, self-questioning, goal setting and adjustment, and goal persistence), learning strategies (repetitive learning, elaboration and organization, planning, and monitoring with feedback solicitation), and resource management strategies (peer learning and help-seeking, learning schedule arrangement, and effort regulation and environmental optimization). Findings suggest that supporting self-regulated learning in the flipped classroom can significantly enhance EFL speaking competence. The study offers theoretical insights and practical guidance for implementing flipped classrooms in EFL education.