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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
Language: English
Authors: Samaneh Bahrami (ORCID 0000-0002-9433-7370)
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
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  Data: Effects of Flipped Model of Instruction on Reading Comprehension and Attitude of Iranian Non-English Majors: A Mixed-Method Study
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  Data: <searchLink fieldCode="AR" term="%22Samaneh+Bahrami%22">Samaneh Bahrami</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9433-7370">0000-0002-9433-7370</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. 2025 (31):9-28.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Nonmajors%22">Nonmajors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 1692-5777<br />2248-8391
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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      – Text: English
    PhysicalDescription:
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        PageCount: 20
        StartPage: 9
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      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Skills
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      – SubjectFull: Nonmajors
        Type: general
      – SubjectFull: Iran
        Type: general
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      – TitleFull: Effects of Flipped Model of Instruction on Reading Comprehension and Attitude of Iranian Non-English Majors: A Mixed-Method Study
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