To flip or not to flip: Potential effects on EFL reading comprehension

To flip or not to flip


  • Ruba Bataineh Yarmouk University
  • Dr. Reham Al-Sakal


This study examines the potential effect of the flipped instruction on the reading comprehension skills (viz., scanning, paraphrasing, and giving opinion) of EFL tenth-grade students from the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in South Amman, Jordan.  The study uses a quasi-experimental, pre-/post-test design to gauge the potential effect of a ten-week treatment in the first semester of the academic year 2018/2019. The findings suggest that the students taught through flipped instruction outperformed those who were instructed per the guidelines of the teacher book both in the subskills of scanning, paraphrasing, and giving opinion and in overall reading comprehension. Several pedagogical implications and recommendations are put forth.

Author Biography

Ruba Bataineh, Yarmouk University

Dr. Ruba Bataineh is a professor of TESOL at the Department of Curriculum and Instruction at Yarmouk University (Irbid, Jordan).  Her research interests include sociolinguistics, pragmatics, literacy, CALL, and teacher education.  Prof. Bataineh has published extensively in renowned international and regional journals, such as the Journal of Pragmatics, International Journal of Bilingual Education and Bilingualism; International Journal of Educational Developments Using Information and Communication Technology, Intercultural Communication, Asia-Pacific Journal of Teacher Education, Mediterranean Journal of Educational Studies, Jordan Journal of Educational and Psychological Studies, and Journal of Educational and Psychological Sciences. She is also a member of the editorial and/or review boards for a number of regional and international journals.