Volume 5, Issue 2, June 2020, Page: 14-22
Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners
Sahar Lotfi Sin, Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Hossein Siahpoosh, Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Received: Jan. 26, 2020;       Accepted: Jul. 3, 2020;       Published: Jul. 17, 2020
DOI: 10.11648/j.allc.20200502.12      View  46      Downloads  18
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.
Reading Comprehension, Flipping Class, PET Reading Test
To cite this article
Sahar Lotfi Sin, Hossein Siahpoosh, Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners, Arabic Language, Literature & Culture. Vol. 5, No. 2, 2020, pp. 14-22. doi: 10.11648/j.allc.20200502.12
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Alharbi, A. M. (2015). Building vocabulary for language learning: approach for ESL learners to study new vocabulary. Journal of International Students, 5 (4), 501-511.
Awidi, I. T., & Paynter, M. (2018). The impact of a flipped classroom approach on student learning experience. Computers and Education, 128, 269–283.
Baker, J. W. (2000) “The ‘classroom flip’: Using web course management tools to become the guide by the side,” 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States, April 12-15.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC; Alexandria, VA: ISTE; ASCD
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27 (3), 72-77.
Ceylaner, S. G., & Karakuş, F. (2018). Effects of the Flipped Classroom Model on Students’ Self-Directed Learning Readiness and Attitudes Towards the English Course. English Language Teaching. 1 (9), 129–143.
Cole, J. E. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28 (4), 36-40.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105–134.
Educause, C. (2012). Things you should know about flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/eli7081.pdf.
Finkel, F. (2012, November). Flipping the script in K12. District Administration. Retrieved from http://www.districtadministration.com/article/flipping-script-k12
Fotos, S., & Browne, C. M. (2004). The development of CALL and current options. In S. Fotos & C. M. Browne (Eds.), new perspectives on CALL for second language classroom (pp. 3–14). Mahwah, MJ: Lawrence Erlbaum Associates
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39 (8), 12-17.
Gallagher, K. (2009). From guest lecturer to assignment consultant: Exploring a new role for the teaching librarian.
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. In Proceedings of the 30th international conference on Software engineering (pp. 777-786). ACM.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47 (1), 109-114.
Goodwin, B., & Miller, K. (2013). Teaching self-regulation has long-term benefits. Educational Leadership, 70 (8), 80–8.
Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42, 62-66.
Hwang, G. J., T. C. Hsu, C. L. Lai, and C. J. Hsueh. 2017. ‘Interaction of problem-based gaming and learning anxiety in language students’ English listening performance and progressive behavioral patterns’. Computers & Education 106: 26–42.
Kirmizi, F. (2010). Relationship between reading comprehension strategy use and daily free reading time. Procedia Social and Behavioral Sciences, 2, 4752–4756.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31 (1), 30-43.
Laman, J. A., Brannon, M. L., & Mena, I. B. (2012). Classroom flip in a senior-level engineering course and comparison to previous version. In 119th ASEE Annual Conference and Exposition. American Society for Engineering Education.
Millard, E. (2012). Reasons Flipped Classrooms Work: Turning lectures into homework to boost student engagement and increase technology fueled creativity. University Business.com, 26-29.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9 (3) 85.
Nasri, M., & Biria, R. (2016). Integrating multiple and focused strategies for improving reading comprehension and L2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6 (1), 311-32.
Puskorius, R. (2011). Reading comprehension strategies for elementary students. Retrieved December 1, 2017, from: http://createcomputelearn.com/2013/08/08/comrehension-strategies/.
Sankey, M. D., & Hunt, L. (2013). Using technology to enable flipped classrooms whilst sustaining sound pedagogy. In Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (Vol. 30, pp. 785-795). Sydney: Macquarie University.
Sheu, C. M. (2011). Effects of an online GEPT simulated-test English remedial course on test performance, English language learning strategy us and perceptions. The Asia-Pacific Education Researcher, 20 (1), 171–185.
Songhao, H., Saito, K., Maeda, T., & Kubo, T. (2011). Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society. Online Submission, 8 (1), 46-53.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning environments research, 15 (2), 171-193.
Sweller, J. (2007). Evolutionary biology and educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Psychological perspectives on contemporary educational issues (pp. 165–175). Greenwich, CT: Information Age.
Syatriana, E. (2012). Developing the students’ reading comprehension through cognitive reading strategies of the first year students of SMAN 16 Makassar. Unpublished Under graduated Thesis.
Tucker, B. (2012). The flipped classroom. Education next, 12 (1), 82-83.
Wixson, K. K., & Peters, C. W. (1984). Reading redefined: A Michigan Reading Association position paper. The Michigan Reading Journal, 17, 4-7.
Yu, Z. and G. Wang. 2016. ‘Academic achievements and satisfaction of the clicker-aided flipped business English writing class’. Educational Technology & Society 19: 298–312.
Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43 (1), 115–126.
Browse journals by subject