The Effects of Computer Assisted Flipped Model of Instruction on Upper- Intermediate EFL Learners’ Inference- making in Reading Comprehension

This study aimed at examining the effectiveness of computer-assisted flipped instruction on readingcomprehension of upper-intermediate Iranian EFL learners and their attitudes toward using thismethod. A mixed-method, quasi-experimental pretest-posttest design was used. There were 38participants who were selected based on convenient sampling method and divided into anexperimental group undergoing filled computer-assisted instruction (N= 17) and a control group(N= 21). The experimental group received an intervention based on inference-making in readingcomprehension passages on a computer application while the other group received the readingpassages through paper-pencil assignments. Paired sample t-test and independent samples t-testwere used to analyze the obtained data. The results showed that the learners who receivedcomputer-assisted flipped instruction outperformed those who received conventional approach,regarding their performance on reading comprehension posttest. In addition, according to thefindings of this study, it was argued that the learners in the experimental group had a positiveattitude toward this method as well. Further implications of this research as well as the suggestionsfor further studies are also presented.

Keywords:

Computer Assisted Language Learning (CALL) , E-learning , Flipped Instruction , EFL , Reading Comprehension