Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners

Sahar Lotfi Sin,Hossein Siahpoosh

doi:10.11648/j.allc.20200502.12

Sahar Lotfi Sin, Hossein Siahpoosh

Open Access

https://doi.org/10.11648/j.allc.20200502.12

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Abstract

The flipped classroom instruction has been the focus of many researchers. It needs a lot of preparation and technological tools and many have tried it in different ways to teach different subjects with different grades. This study utilized to investigate the effect of flipped classroom on reading comprehension of Iranian EFL learners with different proficiency level (elementary and intermediate). So, 120 participants were selected based on their performance on Oxford Placement Test, then 60 participants for intermediate and 60 for elementary level were selected and a Nelson and PET reading test were submitted for their homogeneity. The Oxford Placement Test (OPT) was administered to 200 students in order to select 120 subjects to participate in the main study. In this experimental research, the effect of flipped classroom on reading comprehension is measured therefore, flipped classroom is the independent variable and reading comprehension is the dependent variable. The result of the posttest showed a statistically significant point of preference for the experimental group over the control group in reading comprehension for both of elementary and intermediate levels. The findings showed that the students who received instruction through flipped classrooms had better performance compared to those who were trained through traditional classrooms.

Highlights

Reading plays a pivotal role in language learning and is an essential skill for successful functioning of EFL learners in the tertiary level of education [26]
The flipped classroom model frees up class time by moving instruction from class to home so that the teacher is able to supervise collaborative learning experiences [30]
The Oxford Placement Test (OPT) was administered to 200 students in order to select 120 subjects to participate in the main study

Summary

Introduction

Reading plays a pivotal role in language learning and is an essential skill for successful functioning of EFL learners in the tertiary level of education [26]. One of the newest trends which is set to assume to have an impact on reading comprehension in language learning is flipped instructional strategy. The main focus of this strategy is to expand students’ engagement, fortifying of group-based aptitudes, personalized student guidance, classroom discussion, and creative freedom of faculty while maintaining a standardized module [24]. Using this inductive approach, Tucker [34] stated class becomes the place to “work through problems, advance concepts, and engage in collaborative learning” Tucker [34] stated class becomes the place to “work through problems, advance concepts, and engage in collaborative learning” The flipped classroom model frees up class time by moving instruction from class to home so that the teacher is able to supervise collaborative learning experiences [30]

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