This study aims to investigate the effect of the Flipped Learning Pattern (FLP) in terms of Problem-Based Teaching Approach (PBTA) on applicants’ self-management, desire for learning and self-control in English skills. The research method was quasi-experimental with pre-test and post-test. Statistical sample of all enrolled English learners in Aladdin center was selected by cluster sampling method in the 2018-2020 academic year and randomly divided into experimental and control groups (n=320). To collect the data, a self-directed learning questionnaire of Fisher, King, and Tague (2001) was used with 52 items and three subscales of self-management, desire for learning and self-control repeated measurement test and parametric t-test of one sample were used to answer the research questions. Findings showed that there was a significant difference in the effect of the method on three subscales of self- directed learning in the experimental and control groups. These results indicated that the value and acceptability of the pattern improves self-directed learning; and choosing the right teaching method with conscious design will have a great impact on learners’ high levels of learning English skills. Therefore, follow-up study is necessary to investigate further the application of FLP in terms of PBTA in various lessons.
