Designing and Evaluating an Ethnopedagogy-Based Flipped–SRL Framework for Developing EAP Reading Materials for Management Students
Keywords:
academic reading; English for academic purposes; ethnopedology; flipped learning; self-regulated learningAbstract
This research is driven by the need to improve learning quality in higher education to be flexible, interactive, and with a student-centered approach in the digital era. This research aims is to design and evaluate English for Academic Purposes (EAP) reading materials integrated with Ethnopedagogy-Based Flipped Learning (FL) and the Self-Regulated Learning (SRL) model in a small group trial through an e-learning platform. Ethnopedagogy-based learning materials support the model in enhancing academic literacy for management students in higher education. It used the Research and Development (R&D) method which includes needs analysis, model design, learning tool development, validity and practicality evaluation. The results showed that the developed reading material and learning model are valid, practical, and relevant, as demonstrated by expert validation, instrument validity and reliability tests as part of small group trials. The e-learning-based FL–SRL integration produced a learning structure that aligns with the three phases of SRL, where forethought, performance, and self-reflection can facilitate active engagement, self-reflection, and independent learning for students. The novelty of this research is that it systematically integrates ethnopedagogy, FL and SRL into one integrated framework for developing EAP reading materials for management students. Overall, this development provides contribution in practical direction for students, educators and curriculum developers in designing learning experiences contextually and responsively for the student-centered challenges of 21st-century learning. It shows that there is strong potential when looking to integrate EAP reading material into the FL-SRL model to foster contextual and sustainable learning in higher education.
https://doi.org/10.26803/ijlter.25.2.15
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