The Effect of Flipped Classroom on EFL Students’ Reading Comprehension and their Reading Motivation Levels

Abstract

The Flipped Classroom (FC) approach has the potential to enhance EFL students’ reading comprehension and motivation; however, its effectiveness remains under-researched. This study employed a quasi-experimental method using a non-equivalent control group design to examine the effect of the Flipped Classroom on EFL students' reading comprehension and motivation. Two classes were randomly assigned as the experimental and control groups, each consisting of 35 students, with the FC treatment applied only to the experimental group. Research instruments included a reading comprehension test, a reading motivation questionnaire, and interviews to explore students’ perceptions of FC implementation. Pre-test results indicated no significant differences between the experimental and control groups in either reading comprehension or motivation. However, after the treatment, the experimental group using the Flipped Classroom showed significant improvement in both aspects. Student responses also indicated that the approach improved their focus, independence, and understanding of texts. The Flipped Classroom model was proven to significantly improve EFL students’ reading comprehension and motivation, with higher post-test scores and positive student responses toward interactive and independent learning. Therefore, FC is a promising and effective technology-based approach for teaching reading in EFL classrooms.