Fatemeh Takallou
Hajare Sheikhzade

In this study, the effect of using flipped language learning on reading ability among intermediateEnglish language learners has been investigated. For this reason, among ۸۵ language learners atintermediate level, ۶۰ people were selected through a Quick Oxford Placement Test also thePerception of Flipped Learning Experience were used as the instruments in the current study. Inthis study, these ۶۰ people were divided into two main groups, one is an experimental group inwhich language learners receive flipped learning instruction, and the other is a control group thatworks with language learners in the traditional method. The language learners of the flippededucational group created a group using the Telegram program on the phone, and then the teachersends the reading material to the group (a number of texts and videos). Language learners are askedto complete exercises such as reading the text, replying the teacher's questions related to the topic,finding and guessing new words, and completing multiple choice questions using the Telegramprogram. In the next session, the language learners were discussed in different formats ofindividual work, pair work and group work. Then, by analyzing the data, the results obtained showthat the flipped learning group performs better in reading ability than the control group, and theresults of the questionnaires show that the general perceptions of language learners were positivetowards the use of technology in the field of learning in the classroom. This study included anumber of implications for language teachers and curriculum designers in using technology in theclassroom context.

EFL Learners, Flipped instruction, Reading Comprehension