Applying Flipped Language Classroom (FLC) in Reading Course: Analyzing Iranian EFL Learners' Reading Comprehension Ability and Their Views

The present study investigated the effectiveness of Flipped Language Classroom (FLC) in EFL learners’ reading course and their views. In doing so, a total number of ۳۰ pre-intermediate students was selected based on the convenience sampling. A pre-test was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (۱۵ students in each group). FLC was implemented in ۱۲ sessions with the experimental group, while the control group received traditional method of teaching reading skill. At the end of the experiment, a posttest of reading was assigned to both groups to determine the positive effect of FLC on the EFL learners' reading achievement. In addition, a related questionnaire was administered among the experimental group to explore their views on the mentioned method. By conducting this study, it was found that FLC had positive effect on the students' reading performance. The experimental study has also indicated the positive students’ views toward this communicative teaching method. On the whole, the participants’ overall satisfaction towards FCI method was achieved by this study. It is worthy to note that findings of the present work can provide the students and teachers with evidence that flipped classroom instruction could be used to improve EFL learners' reading comprehension skill.

کلیدواژه ها:

Flipped Language Classroom (FLC) ، reading comprehension ability ، View