The Effect of Flipped Learning Strategy on Developing Saudi University Students' English Reading Comprehension and Their Attitudes towards the Strategy

Flipped Learning Strategy (FLS) has become one of the innovative trends in education to create an exciting learning environment where the instructor becomes a facilitator or guide and students construct their knowledge. Therefore, the current study aimed at investigating the effect of the Flipped Learning Strategy (FLS) on developing university students' English reading comprehension. The study also sought to reveal students' attitudes towards the use of the flipped learning strategy. The study sample consisted of 54 female undergraduate Saudi students enrolled in 102 English courses in the preparatory year at a pioneering university in Saudi Arabia. The students were assigned to two groups: experimental and control. A pre-post reading comprehension test and an attitude scale were used to measure students' attitudes towards FLS. The study revealed that FLS had a positive effect on developing university students' L2 English reading comprehension. The findings also showed a statistical difference at (α=0.05) between the control and experimental groups in the post-reading comprehension test in favour of the experimental group. In addition, the findings pinpointed that students in the experimental group showed positive attitudes towards the use of FLS. The study recommends that much effort should be made by researchers and teachers to implement the FLS in various learning stages to improve the English language in Saudi Arabia. Also, the study provides insight into opportunities for further studies.