Flexible Environment, Learning Culture, Intentional Content, and Professional Educator: Metacognitive Regulation and Reading Autonomy among Technical Students
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26157Keywords:
Flexible Environment, Intentional Content, Learning Culture, Metacognitive Regulation, Professional Educator, Reading Autonomy, Technical Students.Abstract
This study examined changes in perceived reading autonomy among technical students and explored how Flexible Environment, Learning Culture, Intentional Content, and Professional Educator supported metacognitive regulation in flipped learning. An embedded mixed-methods, one-group pretest–posttest design was applied to technical students enrolled in a General English course. Quantitative questionnaire data were combined with qualitative evidence from interviews, classroom observations, reflective logs, and open-ended responses. The findings showed an increase in perceived reading autonomy after the learning activities. Flexible Environment and Intentional Content supported planning and independent strategy use, while Learning Culture promoted monitoring, problem-solving, and evaluation. Professional Educator scaffolding supported the gradual transfer of regulatory responsibility from the educator to the students. However, independent strategic transfer to unfamiliar and fully unassisted reading tasks was not directly assessed. These findings suggest that the four pedagogical conditions are associated with metacognitive regulation and increasingly independent reading among technical students.
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