Developing Iraqi EFL Preparatory Students' Performance in Reading Comprehension by Flipped Learning Strategy

Autor/inn/en	Dehham, Sabeeha Hamza; Bairmani, Haider Kadhim; Shreeb, Mohsin Ali
Titel	Developing Iraqi EFL Preparatory Students' Performance in Reading Comprehension by Flipped Learning Strategy
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.640-651 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dehham, Sabeeha Hamza) ORCID (Bairmani, Haider Kadhim) ORCID (Shreeb, Mohsin Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Reading Comprehension; Flipped Classroom; Teaching Methods; Learning Strategies; Foreign Countries; Comparative Analysis; Scores; English (Second Language); Second Language Learning; Second Language Instruction; Taxonomy; Secondary School Students; Pretests Posttests; Instructional Effectiveness; Iraq + Suchen Sie Ihr Suchwort? Leseverstehen; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Taxonomie; Sekundarschüler; Unterrichtserfolg; Irak
Abstract	According to the researchers, the aim of this study is to determine the impact of the flipped learning approach on fifth-year students' understanding of reading content during their last year of preparatory education. To confirm the results of the study, the null hypothesis was developed, which claims that the experimental group's mean scores are not statistically significant when compared to the control group's mean scores when using the flipped learning strategy. To test the effectiveness of flipped learning, an experimental approach was used to create two equivalent experimental groups with a control group. One group learned by the flipped learning strategy and the other used the regular method for the second course (2019-2020) over eight weeks, with three classes each week. According to the findings, there are significant differences between experimental and control group means of reading comprehension and experimental group favor. The divergence in these parameters is a result of the experimental group using the Flipped Learning Strategy in their lessons. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01