Developing Iraqi EFL preparatory students' performance in reading comprehension by flipped learning strategy
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.
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