Enhancing English Reading Comprehension Through Flipped Learning: A Mixed-Methods Study Among Thai University Students
คำสำคัญ:
Flipped Learning, Learner engagement, EFL, Thai University Students, Reading Comprehension, Mixed-Methodsบทคัดย่อ
This article aimed to (1) investigate the impact of flipped learning on the English reading comprehension skills of first-year Thai undergraduate students and (2) explore their perceptions of flipped learning to derive practical insights for EFL instruction. Conducted over eight weeks in an “English for Academic Purposes” course at a Thai public university, the study involved 169 students. The experimental group accessed pre-class videos and readings and engaged in task-based in-class activities, while the control group received traditional lectures. Data were collected through reading comprehension pre- and post-tests and semi-structured interviews. The research instruments were (1) pre- and post-tests of English reading comprehension and (2) semi-structured interviews. The research findings revealed that
(1) flipped learning significantly enhanced students’ English reading comprehension,
as evidenced by the experimental group’s higher post-test scores (M = 33.78, SD = 4.61) compared to the control group; and (2) students held positive perceptions of the flipped model, citing increased engagement, motivation, collaboration, and critical thinking, which they attributed to its interactive and self-paced nature. These results demonstrate the pedagogical benefits of flipped learning in EFL contexts and offer practical guidance for its classroom implementation.
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