الفهرس 
The Problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study attempted to investigate the effectiveness of a program based on flipped learning in enhancing EFL teachers’ reflective teaching and self-regulation. Fifty six EFL teachers from Minia Educational Administration were randomly selected as the participants of the study. The study adopted a pretest and posttest one group design (a quasi-experimental design). The participants of this research were exposed to pre–post measurements in reflective teaching test and a self-regulation scale. The participants of the research were trained on reflective teaching and self- regulation using a program based on flipped learning. The instruments of the study included a program based on flipped learning, a teaching guide, a trainee’ handout, a reflective teaching test & a self-regulation scale. Instruments and materials were validated and assessed for reliability in a pilot study before being administrated on pretesting. All the instruments were adjudicated by nine jury members. Analysis of the collected data indicated that the study subjects achieved significantly higher progress in their performance in the post-implementation of the reflective teaching test and the self-regulation scale than their pre-implementation of the reflective teaching test and the self-regulation scale. It was concluded that program based on flipped learning helped EFL teachers to enhance their reflective teaching skills and their self-regulation.
Key words: Flipped Learning - Reflective .Teaching - Self-Regulation