Relationship Between Flipped Learning and Creative Reading Skills Among Arabic Language Teachers in the United Arab Emirates.
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| Title: | Relationship Between Flipped Learning and Creative Reading Skills Among Arabic Language Teachers in the United Arab Emirates. |
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| Authors: | bin Ismail, Zawawi1, Al Naeem, Saleh Saeed1, Ahsanuddin, Mohammad2, Zawawi, Fathul Hakim1 |
| Source: | Journal of Language Teaching & Research. Mar2026, Vol. 17 Issue 2, p440-451. 12p. |
| Subject Terms: | *Flipped classrooms, *Reading, *Teacher development, *Reading comprehension, *Instructional innovations, *Language teachers, *Learning |
| Geographic Terms: | United Arab Emirates |
| Abstract: | This study examined the relationship between Flipped Learning and creative reading skills among Arabic language teachers in the United Arab Emirates (UAE). Using a descriptive-analytical design, a 62-item questionnaire was administered to a random sample of 146 teachers. The results indicated that the perceived implementation of Flipped Learning was high (M = 4.36, SD = 0.79), while the overall level of creative reading skills was also high (M = 4.34, SD = 0.58). Among the four dimensions of creative reading, elaboration ranked first (M = 4.35), followed by flexibility (M = 4.34), originality (M = 4.34), and fluency (M = 4.32). A strong, statistically significant positive correlation was found between Flipped Learning and creative reading skills (r = 0.867, p = 0.05), indicating a robust association rather than a causal relationship. These results suggest that greater engagement with Flipped Learning strategies is associated with higher levels of creative reading competencies. The study recommends integrating Flipped Learning into Arabic language teaching practices and teacher evaluation systems, and providing professional development programmes to enhance teachers' capacity to foster creativity and critical literacy within the UAE educational system. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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