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