Exploring EFL Learners' Inferential Reading Comprehension Skills through a Flipped Classroom

Autor/inn/en	Samiei, Fatemeh; Ebadi, Saman
Titel	Exploring EFL Learners' Inferential Reading Comprehension Skills through a Flipped Classroom
Quelle	In: Research and Practice in Technology Enhanced Learning, 16 (2021), Artikel 12 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-021-00157-9
Schlagwörter	Inferences; Reading Comprehension; Second Language Learning; Second Language Instruction; English (Second Language); Flipped Classroom; Web Based Instruction; Teaching Methods; Student Attitudes; Positive Attitudes; Instructional Effectiveness; Instructional Innovation; Test Preparation; Language Tests; Scores; Pretests Posttests; Reading Instruction; International English Language Testing System + Suchen Sie Ihr Suchwort? Inference; Inferenz; Leseverstehen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Flipped classrooms; Flip teaching; Inverted teaching; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Language test; Sprachtest; Leseunterricht; Language tests; Englisch
Abstract	This study presents the results of a mixed-methods approach in finding the effects of the WebQuest-based flipped classroom on the EFL learners' inferential reading comprehension skills. A group of EFL learners attending an IELTS course participated in the study. "T"-test and one-way repeated measures ANOVA were used to analyze the quantitative data. The results showed that the WebQuest-based flipped classroom effectively developed the learners' inferential reading comprehension skills, and its long-term effect was also confirmed through the delayed post-test scores. The participants' attitudes towards the WebQuest-based flipped classroom effects were also explored by conducting semi-structured interviews analyzed by utilizing thematic analysis through which the participants' perspectives were coded and categorized. The findings revealed the EFL learners' mainly positive attitudes towards the effectiveness of this innovative approach in developing their inferential reading comprehension skills. The pedagogical implications of using WebQuest-based flipped instruction as an efficient and effective alternative to traditional classroom practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01