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 reading comprehension of upper-intermediate Iranian EFL learners and their attitudes toward using this method. A mixed-method, quasi-experimental pretest-posttest design was used. ۳۸ participants were selected based on the convenient sampling method and divided into an experimental group undergoing filled computer-assisted instruction (N= ۱۷) and a control group (N= ۲۱). The experimental group received an intervention based on inference-making in reading comprehension passages on a computer application while the other group received the reading passages through paper-pencil assignments. Paired sample t-test and independent samples t-test were used to analyze the obtained data. The results showed that the learners who received computer-assisted flipped instruction outperformed those who received the conventional approach, regarding their performance on the reading comprehension posttest. In addition, according to the findings of this study, it was argued that the learners in the experimental group had a positive attitude toward this method as well. Further implications of this research as well as the suggestions for further studies are also presented.

Keywords:

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