The Effects of a TTS-Based Pre-Reading Activity in a Flipped Learning English Class

Abstract

This study investigated whether and to what extent a TTS-assisted pre-reading activity is effective in improving reading performance by college students in a flipped learning reading classroom. Over a semester, a total of 46 college students in an English reading course participated in the study. The participants assigned to the experiment group were treated with a TTS-based pre-reading activity while those in the control group received regular reading instructions. Both groups took pre- and post-tests for their reading proficiency and completed pre- and post-questionnaires asking about their experience of English reading in flipped learning class and their opinions of the TTS activity. Results showed that the participants in the experiment group made a statistically significant improvement in their vocabulary and reading performance and evaluated the TTS-based activity mostly positively by rating the activity as helpful in improving their reading proficiency and in boosting their confidence and motivation in English reading. This paper concludes by discussing some of the ways in which TTS-based activities can be included in college English course designs to better help EFL students learn the target language more effectively and efficiently.