Navigating the Shift to Self-Access Learning: Students’ Experiences in a Flipped EFL Writing Course

Abstract

Developing learner autonomy remains a central goal of self-access language learning, yet many English as a Foreign Language (EFL) learners experience difficulties regulating independent learning. This study investigated students’ experiences with a semi-structured pre-class self-access learning approach implemented in a flipped EFL writing course. During a six-week intervention, 58 undergraduate students in a Thai university independently selected learning resources and strategies, and synthesized information through reflective notebook writing. A mixed-methods descriptive design was employed, combining questionnaire data with focus group discussions to examine students’ perceptions, challenges, and learning strategies. Overall, students reported positive perceptions of learning preparation, information management, learning responsibility, and writing readiness. However, they also experienced challenges related to limited linguistic knowledge, evaluating multiple resources, and regulating independent learning. Students addressed these challenges through planning, reflective notetaking, strategic help-seeking, and critical use of multiple learning resources, including GenAI. The findings suggest that semi-structured self-access learning, supported by pedagogical scaffolding, can provide a structured context for exercising learner autonomy while promoting self-regulated learning and emerging GenAI literacy.