Email this article 
Hide
Show all
The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus
Abstract
The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper.
Keywords
Full Text:
PDFReferences
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.
Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80.
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.
Basal, A. (2015) . The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.
Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach Every Student, in Every Class, Every Day. Oregon: Courtney Burkholder.
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.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle, Thomson learning, Inc.
Cherry, L. (2010). Blended learning: An examination of online learning’s impact on face-to-face instruction in high school classrooms (Doctoral dissertation).
Cockrum, T. (2014). Flipping your English class. Routledge.
Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 36-40.
Dennis, D. V. (2008). Are assessment data really driving middle school reading instruction? what we can learn from one student’s experience. Journal of Adolescent and Adult Literacy, 51, 578-587.http://dx.doi.org/10.1598/JAAL.51.7.5
Educause, C. (2012). Things you should know about flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/eli7081.pdf.
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.
El Sakka,S.M.F.(2016).A flipped learning based model to develop EFL freshman university students’ listening comprehension, Presented at the 4th Scientific international Conference of Curriculum and Instruction Association, Ain Shams University, Egypt,2016.
Enfield, J. (2013).Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, 38(9), 12-17.
Gallagher, K. (2009). LOEX Conference Proceedings 2007: From guest lecturer to assignment consultant: Exploring a new role for the teaching librarian. Ypsilanti, MI: Eastern Michigan University. Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1008&context=loexconf2007
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2007). Using the inverted classroom to teach software engineering (TECHNICAL Report MU-SEAS-CSA-2007-001). Retrieved from Miami University, Scholarly Commons website: http://sc.lib. muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1
Goodwin, B. and Miller, K. (2013). evidence on flipped classrooms is still coming. Educational Leadership, 70(6), 78-80.
Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 1-25. http://dx.doi.org/10.1080/09588221.2015.1111910
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. http://dx.doi.org/10.1080/09588221.2014.967701
Jarvela, S., Volet, S., & Jarvenoja, H. (2010). Research on motivation in collaborative learning: moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.
Kintsch, W. (2012). Psychological models of reading comprehension and their implications for
assessment. In J. P. Sabatini, E. R. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in how we
assess reading ability. Plymouth: Rowman & Littlefield Education.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163–182.
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. Paper presented at the American Society for Engineering Education Annual Conference, San Antonio, TX. Retrieved from http://www.asee.org/public/conferences/8/papers/4028/view
Milman, N. (2012) The flipped classroom strategy: What is it and how can it be used? Distance Learning ,9(3), 85-87.
Millard, E. (2012). 5 Reasons Flipped Classrooms Work: Turning lectures into homework to boost student engagement and increase technologyfueled creativity. University Business.com, 26-29. http://www.universitybusiness.com/article/5-reasons- flipped-classrooms-work.
Mull, B. (2012) Flipped learning: A response to five common criticisms. November Learning. http://
novemberlearning.com/resources/articles/flippedlearning- a-response-to-five-common-criticismsarticle.
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 & English Literature, 6(1), 311-321.
Rahimi, M. (2009). The role of teachers’ corrective feedback in improving Iranian EFL learners’ writing accuracy over time: Is learners' mother tongue relevant? Reading and Writing, 22(2), 219-243.
Richards J, Bohlke D. 2012. Four Corners 2: Cambridge: CUP.
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. US-China Education Review, 8(1), 46-53.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82. Retrieved from http://educationnext.org/the-flipped-classroom/
Toto, R., & Nguyen, H. (2009). Flipping the Work Design in an Industrial Engineering Course. IEEE international Conference on Frontiers in Education Conference. San Antonio, Texas, USA: IEEE Press.
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of Discourse Comprehension. New York: Academic Press.
Yee, N. (2010). Understanding reading comprehension: multiple and focused strategy interventions for struggling adolescent readers. Material thesis, University of Saskatchewan, Canada.
DOI: https://doi.org/10.7575/aiac.alls.v.8n.1p.95
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.