The Impact of Self-Regulated Learning Strategies on Argumentative Writing in Flipped Learning Environments

Flipped Learning (FL) is widely used in higher education for promoting active learning and improving academic achievement, but challenges like the lack of immediate feedback and self-discipline remain. This pilot study examined how integrating Self-Regulated Learning (SRL) strategies into FL affects medical students' Argumentative Writing (AW) proficiency. Using a quasi-experimental pretest-posttest design, 120 senior medical students were divided into an experimental group (FL with SRL strategies) and a control group (standard FL instruction). The study applied the Toulmin model of Argumentation to assess students’ claims and qualifiers, while the Self-Regulated Learning Questionnaire (SRQ) measured self-reported SRL skills. Results showed that students in the experimental group significantly improved AW proficiency and self-regulation behaviors compared to the control group, with large effect sizes confirming SRL’s impact. These findings suggest that explicit SRL training enhances meta-cognitive awareness and writing skills in FL settings. The study highlights the need for systematic SRL integration in FL courses and calls for further research on long-term effectiveness and broader applicability across disciplines. Future studies with larger samples and longer durations are needed to validate and scale SRL-enhanced FL instruction in diverse educational settings.