Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions

Quyen Tran; Elena Verezub; Rosemary Fisher

doi:10.20343/teachlearninqu.13.13

Authors

Quyen Tran Can Tho University
Elena Verezub Swinburne University of Technology
Rosemary Fisher Swinburne University of Technology

DOI:

https://doi.org/10.20343/teachlearninqu.13.13

Keywords:

flipped classroom, reading comprehension, impact, perceptions, EFL, higher education

Abstract

Recent English as a foreign language (EFL) research has focused on flipped learning as one of the innovative teaching methods for enhancing language learning quality. Given this recent attention, this study examines the impact of the flipped classroom method on EFL students’ reading comprehension. With the use of quasi-experimental mixed method design, a total of 211 EFL students from a Vietnamese university were randomly divided into groups engaged in flipped learning (n = 111) and traditional learning (n = 100). A variety of data sources were used to triangulate the findings. These included a reading comprehension diagnostic test, pre- and post-reading comprehension tests, EFL flipped questionnaire, an institutional feedback survey, and focus group discussions. The post-reading comprehension test results showed that student learning with the flipped classroom method significantly outperformed their counterparts in the traditional group. The students also had positive perceptions of the flipped classroom, increasing their learning motivation, learning autonomy, learning engagement, satisfaction, and effectiveness.

Author Biographies

Quyen Tran, Can Tho University

Dr. Quyen Tran (VNM) is a lecturer at the School of Foreign Languages, Can Tho University, Vietnam. Her research interests include flipped classroom instruction, active learning, blended learning, learning autonomy, learning engagement, English as a foreign language, English as a medium of instruction, and AI in EFL teaching.

Elena Verezub, Swinburne University of Technology

Dr. Elena Verezub (AUS) is based at School of Business, Entrepreneurship and Law, Swinburne University of Technology, Melbourne, Australia. Her research interests are in the areas of teaching language and literacy, educational development, flexible learning, and student enrichment.

Rosemary Fisher, Swinburne University of Technology

Dr. Rosemary Fisher (AUS) lectures and researches in entrepreneurship & innovation, and SoTLE. She has held roles such as head of studies, discipline leader, and deputy chair. Rosemary serves on two SoTLE journal editorial boards, is academic editor for a third, and regularly peer reviews for academic publications.

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