This study aims to see if task-based flipped learning (TBFL) can be effective in developing university students’ self-regulated learning. The specific research question is: Does TBFL have a positive impact on learners’ self-regulated learning attitude in cognitive, motivational, and behavioral domains? The research took place at a university English class where a total of 12 students participated for 15 weeks in the fall semester of the year 2023. In order to answer the research question, the self-regulated learning attitude inventory was used along with focus-group interviews and class observation. Due to the limited number of participants, frequency analysis was made for the quantitative data. Major findings were revealed as follows: Firstly, a high level of self-regulated learning attitude was found in all factors in the cognitive domain except for ‘Planning and Monitoring.’ Secondly, positive responses shown in the entire factors in the motivational domain led to greater interest and self-efficacy. Lastly, in the behavioral domain, positive responses were revealed except for ‘Time Management & Environment Setting,’ which seems to be related to the problems found in the cognitive domain’s ‘Planning and Monitoring.’

I. 서론
II. 이론적 배경
    1. 플립러닝
    2. 과업중심교수법(Task-Based Language Teaching)
    3. 자기조절학습(Self-Regulated Learning)
    4. 선행 연구 고찰
III. 연구 방법
    1. 연구 대상
    2. 수업 절차
    3. 자료 수집
    4. 자료 분석
IV. 연구 결과 및 논의
    1. 자기조절학습의 인지 영역
    2. 자기조절학습의 동기 영역
    3. 자기조절학습의 행동 영역
V. 결론 및 함의
참고문헌

• 안윤영(단국대학교) | Ahn Yun-yeong
• 표경현(단국대학교) | Pyo Kyong-hyon Corresponding author