The Effect of Flipped Classrooms on Iranian EFL Students’ Reading Skill

This study investigated the effect of flipped classroom on Iranian EFL students’ reading skill. To do this, ۵۰ Iranian sophomore students at Islamic Azad University (West Branch) were chosen and randomly assigned into two groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researcher put the participants of the experimental group in a flipped classroom. The Internet, computer and projector was allocated to the flipped classroom. On the other hand, the control group was taught in the traditional classroom. The researcher gave the background knowledge for the control group before teaching each text and also after teaching each text; the students were asked to answer some questions in proportion to the text. The whole treatment lasted ۸ sessions of ۵۰ minutes. In the last session, the researcher carried out the post-test of reading comprehension. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .۰۵) on the post-test.

کلیدواژه ها:

flipped classrooms” ، “traditional classrooms” ، “reading comprehension”.