Fostering Sustainable Learning through AI-Supported Flipped Classrooms: A Conceptual Framework for Enhancing Self-Regulated Learning in Chinese College English Listening Instruction
Keywords:
AI-supported Flipped Classrooms, Friendship Maintenance Difficulty, Sustainable Learning, College English Listening Instruction, Post-Pandemic EducationAbstract
This study constructs a conceptual framework to integrate AI-supported flipped classrooms with self-regulated learning (SRL) in English listening teaching in Chinese universities. Referring to Zimmerman's (2000) SRL cycle theory, the framework integrates AI tools and flipped teaching to solve the problems of passive learning. AI customizes pre-class content and provides real-time feedback to help students plan and monitor their learning independently. Classroom activities promote collaborative reflection and connect individual and social learning. By cultivating self-regulated learning habits and long-term motivation, the framework meets the needs of post-epidemic education resilience. Although this integration can increase participation and relieve anxiety, its effectiveness depends on the fairness of technology access and the balance between teachers. In order to overcome infrastructure differences and avoid indicator dependence, this study advocates a mixed implementation of high- and low-tech strategies to achieve fair promotion. This study regards AI as a boost to SRL cultivation, reshapes the concept of language education, and highlights the synergy between technology, teaching methods, and learner autonomy.
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