Mobile-supported self-regulated flipped language learning in EFL contexts: triangulated evidence from motivation, learning behaviors, and achievement

EFL (English as Foreign Language) learners generally encounter several challenges during the learning process, such as the lack of continuous practice. This study aimed to address this problem by proposing a mobile-supported self-regulated flipped language learning (MSR-FLL) approach. Grounded in self-regulated learning theory and mobile technology integration, MSR-FLL was implemented in a first-year English course at a university in Taiwan. Fifty-five students participated in the experiment. Data collection included questionnaires and pre- and posttests. Results showed that MSR-FLL effectively enhanced students’ English learning and self-regulation abilities. Students also expressed increased satisfaction with the flipped learning model. The approach’s originality lies in its integration of flipped learning, mobile learning, and self-regulation strategies into a unified instructional design. The study demonstrates that MSR-FLL promotes learner autonomy, improves engagement, and supports personalized learning experiences, thereby bridging theory and practice in technology-enhanced language education.