Effects of Flipped Model of Instruction on Reading Comprehension and Attitude of Iranian Non-English Majors: A Mixed-Method Study
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| Title: | Effects of Flipped Model of Instruction on Reading Comprehension and Attitude of Iranian Non-English Majors: A Mixed-Method Study |
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| Language: | English |
| Authors: | Samaneh Bahrami (ORCID |
| Source: | GIST Education and Learning Research Journal. 2025 (31):9-28. |
| Availability: | Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Reading Comprehension, College Freshmen, English (Second Language), Student Attitudes, Instructional Effectiveness, Cooperative Learning, Individualized Instruction, Learner Engagement, Foreign Countries, Reading Skills, Nonmajors |
| Geographic Terms: | Iran |
| ISSN: | 1692-5777 2248-8391 |
| Abstract: | The current study examined the effect of the flipped instructional model on the reading comprehension skills and attitudes of non-English major university students. To achieve these goals, 80 freshmen who enrolled in the General English course during the second semester of the academic year 2022-2023 at the Islamic Azad University of Babol were randomly selected and equally assigned to two groups: experimental and control. The former received flipped instruction, whereas the latter attended the regular face-to-face class. At the end of the study, an independent-samples t-test was conducted, and the results indicated that the experimental group outperformed the control group on the post-test. Additionally, the students' attitudes were measured using a validated self-report questionnaire, and frequency analyses indicated that participants had a positive view of the pedagogical intervention. Furthermore, a semi-structured interview was used to gather qualitative data. The thematic analysis revealed that flipped teaching enhanced reading comprehension skills and attitudes through advocating personalized and collaborative learning, and student engagement. These findings underscore the potential of the flipped instruction model to enrich EFL academic contexts and empower struggling learners, positioning it as a viable and impactful instructional strategy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493326 |
| Database: | ERIC |
| Abstract: | The current study examined the effect of the flipped instructional model on the reading comprehension skills and attitudes of non-English major university students. To achieve these goals, 80 freshmen who enrolled in the General English course during the second semester of the academic year 2022-2023 at the Islamic Azad University of Babol were randomly selected and equally assigned to two groups: experimental and control. The former received flipped instruction, whereas the latter attended the regular face-to-face class. At the end of the study, an independent-samples t-test was conducted, and the results indicated that the experimental group outperformed the control group on the post-test. Additionally, the students' attitudes were measured using a validated self-report questionnaire, and frequency analyses indicated that participants had a positive view of the pedagogical intervention. Furthermore, a semi-structured interview was used to gather qualitative data. The thematic analysis revealed that flipped teaching enhanced reading comprehension skills and attitudes through advocating personalized and collaborative learning, and student engagement. These findings underscore the potential of the flipped instruction model to enrich EFL academic contexts and empower struggling learners, positioning it as a viable and impactful instructional strategy. |
|---|---|
| ISSN: | 1692-5777 2248-8391 |
