To flip or not to flip: Potential effects on EFL reading comprehension

To flip or not to flip

Authors

  • Ruba Bataineh Yarmouk University
  • Dr. Reham Al-Sakal

Abstract

This study examines the potential effect of the flipped instruction on the reading comprehension skills (viz., scanning, paraphrasing, and giving opinion) of EFL tenth-grade students from the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in South Amman, Jordan.  The study uses a quasi-experimental, pre-/post-test design to gauge the potential effect of a ten-week treatment in the first semester of the academic year 2018/2019. The findings suggest that the students taught through flipped instruction outperformed those who were instructed per the guidelines of the teacher book both in the subskills of scanning, paraphrasing, and giving opinion and in overall reading comprehension. Several pedagogical implications and recommendations are put forth.

Author Biography

Ruba Bataineh, Yarmouk University

Dr. Ruba Bataineh is a professor of TESOL at the Department of Curriculum and Instruction at Yarmouk University (Irbid, Jordan).  Her research interests include sociolinguistics, pragmatics, literacy, CALL, and teacher education.  Prof. Bataineh has published extensively in renowned international and regional journals, such as the Journal of Pragmatics, International Journal of Bilingual Education and Bilingualism; International Journal of Educational Developments Using Information and Communication Technology, Intercultural Communication, Asia-Pacific Journal of Teacher Education, Mediterranean Journal of Educational Studies, Jordan Journal of Educational and Psychological Studies, and Journal of Educational and Psychological Sciences. She is also a member of the editorial and/or review boards for a number of regional and international journals.

Downloads

Published

2021-03-01

Issue

Vol. 13 No. 2 (2021): International Journal of Curriculum and Instruction

Section

Articles

License

Copyright (c) 2021 International Journal of Curriculum and Instruction

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.

Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.