Effects of Flipped Model of Instruction on Reading Comprehension and Attitude of Iranian Non-English Majors: A Mixed-Method Study
DOI:
https://doi.org/10.26817/16925777.1954Keywords:
Attitude, academic EFL context, flipped model of instruction, reading comprehension, struggling readers, EFL (English as a Foreign Language), english language teaching, higher educationAbstract
The current study examined the effect of the flipped instructional model on the reading comprehension skills and attitudes of non-English major university students. To achieve these goals, 80 freshmen who enrolled in the General English course during the second semester of the academic year 2022-2023 at the Islamic Azad University of Babol were randomly selected and equally assigned to two groups: experimental and control. The former received flipped instruction, whereas the latter attended the regular face-to-face class. At the end of the study, an independent-samples t-test was conducted, and the results indicated that the experimental group outperformed the control group on the post-test. Additionally, the students' attitudes were measured using a validated self-report questionnaire, and frequency analyses indicated that participants had a positive view of the pedagogical intervention. Furthermore, a semi-structured interview was used to gather qualitative data. The thematic analysis revealed that flipped teaching enhanced reading comprehension skills and attitudes through advocating personalized and collaborative learning, and student engagement. These findings underscore the potential of the flipped instruction model to enrich EFL academic contexts and empower struggling learners, positioning it as a viable and impactful instructional strategy
Downloads
References
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners'L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
Abbasian, M. R., & Azeez, I. B. (2021). The effect of using flipped class on teaching reading comprehension at Cihan University. Journal of Humanities and Social Sciences, 5(1), 101-105. https://doi.org/10.24086/cuejhss.v5n1y2021.pp101-105
Abdelshaheed, B. S. (2017). Using flipped learning model in teaching English language among female English majors in Majmaah University. English Language Teaching, 10(11), 96-110. https://doi.org/10.5539/elt.v10n11p96
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (Online), 14(9), 130-147. https://doi.org/10.3991/ijet.v14i09.10348
Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities, 3(9), 254-266.
Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students' listening comprehension. English Language Teaching, 9(9), 166-178. https://doi.org/10.5539/elt.v9n9p166
Al-Ghamdi, M., & Al-Bargi, A. (2017). Exploring the application of flipped classrooms on EFL Saudi students' speaking skill. International Journal of Linguistics, 9(4), 28-46. https://doi.org/10.5296/ijl.v9i4.11729
Alghasab, M.B. (2020). Flipping the writing classroom: Focusing on the pedagogical benefits and EFL learners' perceptions. English Language Teaching, 13(4), 28-40. https://doi.org/10.5539/elt.v13n4p28
Alghasab, M., & Alvarez-Ayure, C. P. (2021). Towards the promotion of intercultural competences: Telecollaborative conversations between Kuwaiti and Colombian English as a foreign language university students. Computer Assisted Language Learning, 1-29. https://doi.org/10.1080/09588221.2021.1934483
Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236-242. https://doi.org/10.17507/jltr.0902.03
Anggriawan, I. A., Jabu, B., & Dollah, S. (2023). The Effects of Self-Efficacy on Students' Reading Comprehension. Celebes Journal of Language Studies, 23-28. https://doi.org/10.51629/cjls.v3i1.123
Asaka, S., Shinozaki, F., & Yoshida, H. (2018). The effect of a flipped classroom approach on EFL Japanese junior high school students' performances and attitudes. International Journal, 1(3), 71-87.
Bahrami, S., & Rahimy, R. (2020). Investigating impact of analysis matrix summarization technique on Iranian university students' reading comprehension enhancement. Latin American Journal of Content & Language Integrated Learning, 13(2), 191-214. https://doi.org/10.5294/laclil.2020.13.2.3
Bahrami, S., & Rahimy, R. (2022). Effect of backward summary technique on reading comprehension enhancement among non-English majors. HOW Journal, 29(1), 154-172. https://doi.org/10.19183/how.29.1.614
Bakkaloğlu, S. & Pilten, G. (2023). Examining the relationship between reading motivation and reading comprehension self-efficacy perception. International Journal of Psychology and Educational Studies, 10(1), 144-158. https://doi.org/10.52380/ijpes.2023.10.1.909
Berger, V.W., & Zhou, Y (2014). Kolmogorov-Simonov test: Overview. Wiley StatsRef: Statistics Reference Online. https://doi.org/10.1002/9781118445112.stat06558
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.
Bernhardt, E. B. (2011). Understanding advanced second-language reading. Rutledge. https://doi.org/10.4324/9780203852408
Bin-Hady, W. R. A., & Hazaea, A. N. (2022). EFL students' achievement and attitudes towards flipped pronunciation class: Correlational study. PSU Research Review, 6 (3) 175-189. https://doi.org/10.1108/PRR-09-2020-0029
Creswell, W. J., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed method approaches (6th ed.). Sage.
Dong, R. (2023). Exploring teaching evaluation of English flipped classrooms in Chinese higher education. BCP Business Management, 41, 201-204. https://doi.org/10.54691/bcpbm.v41i.4431
Du, Y. (2018). Discussion on flipped classroom teaching mode in college English teaching. English Language Teaching, 11(11), 92-97. https://doi.org/10.5539/elt.v11n11p92
Elfatah, M.A., & Ahmed, A.S. (2016). The effect of a flipping classroom on writing skill in English as a foreign language and students' attitude towards flipping. US-China Foreign Language, 14(2), 98-114. https://doi.org/10.17265/1539-8080/2016.02.003
El-Sawy, H. E. A. (2018). Flipping EFL university classes with blackboard system. English Language Teaching, 11(2), 31-43. https://doi.org/10.5539/elt.v11n2p31
Enciso, U. O. (2015). Improving EFL students' performance in reading comprehension through explicit instruction in strategies. Rastros Rostros, 17(31), 37-52.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57, 14-27. https://doi.org/10.1007/s11528-013-0698-1
Fahmi, R., Friatin, L. Y., & Irianti, L. (2020). The use of flipped classroom model in reading comprehension. Journal of Applied Linguistics and Literacy, 4(1), 77-94.
Grabe, W., & Stoller, L. F. (2011). Teaching and researching reading. Routledge. https://doi.org/10.1002/9781405198431.wbeal1174
Hamamah, A. V. M., & Delijar, R. M. (2020). Students' and teacher's insight on the flipped classroom model in academic writing class. International Journal of Innovative Technology and Exploring Engineering, 9(35), 101-105. https://doi.org/10.35940/ijitee.C1024.0193S20
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners' vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267. https://doi.org/10.21462/jeltl.v3i3.151
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners' reading comprehension: Learners' attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103. https://doi.org/10.7575/aiac.alls.v.8n.1p.95
Khabir, M., Fazilatfar, A. M., & Razmi, M. H. (2022). Flipped presentation of IELTS reading: Impacts on grit, autonomy, and reading achievement in an EFL context. Computer Assisted Language Learning, 23, 178-197.
Lee, G. & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372
Leis, A. (2016). Flipped learning and EFL proficiency: An empirical study. TELES Journal, (36), 77-90.
Mahmoudi, M. (2020). The effect of online learning on grammatical accuracy among EFL upper-intermediate learners. Journal of Language Teaching and Research, 11(6), 1011-1016. https://doi.org/10.17507/jltr.1106.20
Mehring, J. (2017). Technology as a teaching and learning tool in the flipped classroom. In M. Carrier, R. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory and practice (pp. 67-78). Routledge & TIRF. https://doi.org/10.4324/9781315523293-6
Mujtaba Asad, M., Athar Ali, R., Churi, P., & Moreno-Guerrero, A. J. (2022). Impact of flipped classroom approach on students' learning in post-pandemic: A survey research on public sector schools. Education Research International, 1-12. https://doi.org/10.1155/2022/1134432
Namaziandost, E., Neisi, L., & Momtaz, S. (2019). The effectiveness of flipped classroom model on listening comprehension among Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 6(4), 129-139.
Namaziandost, E., Ziafar, M., & Neisi, L. (2020). Students' attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners. English Language Teaching and Research Journal, 1(2), 16-26. https://doi.org/10.33474/eltar-j.v1i2.6411
Nicholes, J. (2020). Predictors of engagement and success in a flipped EFL classroom in China. Electronic Journal of Foreign Language Teaching, 17(1), 272-286. https://doi.org/10.56040/juni1724
Pourgive, F., Tajalli, G., Sadighi, F., & Yamini, M. (2010). Readings for general English (2nd ed.). SAMT.
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners' inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1), 12. https://doi.org/10.1186/s41039-021-00157-9
Sin, S. L., & Siahpoosh, H. (2020). Looking at the impact of the flipped classroom model on reading comprehension of Iranian EFL learners. Arabic Language, Literature & Culture, 5(2), 14. https://doi.org/10.11648/j.allc.20200502.12
Shih, H. C. J., & Huang, S. H. C. (2018). The development of EFL learners' metacognition in a flipped classroom. In proceedings of the 8th center for language studies international conference (pp. 263-279).
Wafa'A, H., & Altakhaineh, A. R. M. (2019). The effect of flipped classroom instruction on developing Emirati EFL learners' pragmatic competence. International Journal of Learning, Teaching and Educational Research, 18(10), 89-111. https://doi.org/10.26803/ijlter.18.10.6
Wang, S., & Liu, C. (2018). Task-based flipped classroom in Chinese college EFL teaching: An empirical study in oral English course. International Journal of Contemporary Education, 1(1), 12-18. https://doi.org/10.11114/ijce.v1i1.3086
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
