Enhancing student engagement and autonomy in flipped classrooms: from a self-determination theory perspective

Abstract

This article examines the impact of the flipped classroom (FC) model on student engagement and autonomy in a Research Methods course for second-year ELT students in Vietnam, framed by Self-Determination Theory (SDT). Findings reveal that, the FC approach enhances engagement through active participation, boosts autonomy by allowing students to control their learning pace and improves competence via personalized feedback. Challenges include adjusting to self-directed learning, maintaining discipline with pre-class materials, and accommodating diverse learning paces. Solutions like structured guidance, regular quizzes, and supplemental resources were effective. This research confirms and expands existing literature, offering practical strategies for optimizing FC implementation to foster a supportive and inclusive learning environment.

Keywords

• flipped classroom (fc)
• student engagement
• learner autonomy
• self-directed learning
• self-determination theory (sdt)