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Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus

Publish place: Journal of Foreign Language Teaching and Research، Vol: 10، Issue: 42
Publish Year: 1401
Type: Journal paper
Language: English
View: 169

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Link to this Paper:
https://civilica.com/doc/1481299

Document National Code:

JR_JFL-10-42_002

Index date: 13 July 2022

Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus abstract

AbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran.           

Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus Keywords:

EFL learners , English proficiency , Flipped Teaching , reading comprehension , reading strategies

Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus authors

Shohreh Farsi

Department of Foreign Languages, Ahar Branch, Islamic Azad University, East Azarbayejan, Ahar, Iran

Masoud Zoghi

Department of Foreign Languages, Ahar Branch, Islamic Azad University, East Azarbayejan, Ahar, Iran

Hanieh Davatgari

Department of Foreign Languages, Ahar Branch, Islamic Azad University, East Azarbayejan, Ahar, Iran

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