Exploring Indonesian University Students' Learning Experiences in a Technology-Supported Flipped Grammar Classroom: A Self-Regulated Learning Perspective

Abstract

ABSTRACT Grammar learning is a fundamental component of English as a Foreign Language (EFL) education, and technology-supported instruction has created new opportunities to enrich students' learning experiences. However, limited research has examined how students experience technology-supported flipped grammar learning through the lens of self-regulated learning. This qualitative case study explored the learning experiences of 15 Indonesian university students enrolled in a technology-supported flipped EFL grammar classroom. Data were collected through semi-structured interviews and analysed using Braun and Clarke’s thematic analysis. The findings indicate that flipped grammar learning extended beyond classroom instruction by encouraging students to engage with grammar before, during, and after class. Pre-class learning enabled students to build initial understanding, allowing classroom sessions to focus on discussion, collaboration, and lecturer feedback. Students also demonstrated self-regulated learning by preparing before class, monitoring their understanding through reviewing materials and seeking additional resources, and reflecting on their learning throughout the instructional process. Although students developed greater responsibility for learning, they continued to rely on lecturer guidance when encountering challenging grammar concepts. The study concludes that technology alone does not ensure effective flipped learning. Instead, meaningful grammar learning emerges from the integration of well-designed digital resources, active classroom interaction, continuous lecturer support, and students' self-regulated learning. These findings provide further insight into how technology, pedagogy, and learner agency interact to support grammar learning in Indonesian higher education.