The flipped classroom approach to enhancing reading skills and engagement among first-year EFL students

Tóm tắt

This study invesƟgates the impact of the flipped classroom model on reading comprehension and classroom engagement among first-year non-English major university students. Grounded in learner-centered pedagogy and construcƟvist theory, the flipped approach provided students with access to instrucƟonal materials before class and opportuniƟes for interacƟve, task-based acƟviƟes during class. A mixed-methods design was adopted, combining reading comprehension tests with semi-structured interviews to capture both academic outcomes and le arner experiences. Findings revealed that although post-test scores were lower due to the increased difficulty of academic texts, students demonstrated higher moƟvaƟon, confidence, and engagement in classroom tasks. The flipped classroom was also perceived as enhancing collaboraƟon and independent learning by allowing students to come to class beƩer prepared and ready to parƟcipate acƟvely. Challenges remained in terms of self-paced study, parƟcularly Ɵme management and maintaining consistent preparaƟon. Overall, the results suggest that flipped instrucƟon can strengthen students' readiness for academic reading and foster higher levels of engagement and moƟvaƟon, provided that adequate support for self-regulated learning is incorporated.