چكيده به لاتين
This dissertation tries to investigate the effect of flipped instruction on English learners’ reading comprehension performances at intermediate level in the context of Iran. Specifically, the project examined students’ learning outcomes in reading comprehension when exposed to the flipped instruction for 12 sessions (three sessions a week). The delivery of new content for the control group was face-to-face, and the teacher gave lectures in the class and the students completed written homework assignments outside of class time, while the experimental group watched videos provided by a third party outside of class time. Both groups completed the same interactive activities during the sessions, however the experimental group had more time available to spend on those activities, because the lecture element was omitted from the class. The study set out to investigate two specific research questions. Research question #1 if the flipped instruction has a significant effect on the students’ reading comprehension performances or not, and research question #2 was whether there is a significant difference in improving students’ reading comprehension performances between flipped and traditional approaches to teaching. Before the commencement of the sessions, the students were pretested and post-tested two days after the end of the term, using the Preliminary English Test (PET) which was split into two sections and given to different groups each time to avoid the practice effect. To answer research question #1, a paired sample t-test was done on the experimental groups’ scores. The results indicated a significant improvement regarding the effect of flipped instruction on reading comprehension performances of the students (t (14) = 8.41). An independent samples t-test was conducted to find the answer to research question #2, and the results of the achievement test showed a significant difference between experimental and control scores (t (28) = 3.35 ).
Future research should include interviews to explore the behaviors of the students in the learning methods, be of longer duration, and eliminate other effective factors like the students’ level of motivation and the time spent on interactive activities in both groups for the effect of flipping instruction to be more accurate.
