A Strategy Based on the Flipped Learning Model to Develop Reading Comprehension and Self-Regulated Learning Skills among EFL General Diploma in Education Students

Abstract

The current study aimed at investigating the effectiveness of using the flipped learning model in developing EFL reading comprehension and self-regulated learning skills among EFL General Diploma in Education students. The participants were forty students. They represented one experimental group. Three main instruments were used for data collection: reading comprehension skills checklist, reading comprehension skills test and self-regulated learning skills scale. The students were taught using a proposed strategy based on flipped learning for twelve weeks. Data collected through the pre-and post-administration of the instruments was subjected to t-test. The results revealed through the post-administration of the reading comprehension test and the self-regulated learning scale displayed that the post-performance of the students significantly exceeded their pre-performance. Therefore, the results reflected support for the four study hypotheses. They proved the positive effect of the strategy on developing EFL reading comprehension and self-regulated learning skills among EFL General Diploma in Education students.