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

Abstract

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.

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

“…Many studies (e.g., Albdour (2017), [1] Alghalban (2019), [4] Al-Shaigy (2016), [9] Al-Shedeiah (2014), [10] Al-Swelmyeen & Sakarneh (2020), [11] Amalia & Devanti (2016), [12] Azmi & Usman (2021), [13] Jabbaripour, Mostafaii, &Marefat (2017), [22] Joseph, et al, (2016), [23] and Bataineh& AL-Shbatat (2019)) [16] confirmed thatself-questioning strategy is advantageous and effective. Additionally, it was revealed that a small number of research studies had been conducted to look at howself-questioning strategy affected college and high school students' reading comprehension.…”

“…To overcome this problem, integrating self-questioning strategy may improve students' reading comprehension skills. In the same line, many studies (e.g., Jabbaripour, Mostafaii, & Marefat, 2017; [22] Alghalban (2019); [4] Azmi and Usman, 2021) [13] found that self-questioning strategy had a positive effect and recommended it in the teaching/ learning process.…”

“…Alghalban (2019) [4] investigated the impact of employing self-questioning strategy on developing reading comprehension skills among the fourth-grade female students and their attitudes towards it. The participants were 76 female students.…”