AL-Lisaniyyat
Volume 25, Numéro 1, Pages 274-300
2019-06-10
Impact Of The Flipped Learning Model On Developing First Year Algerian Efl Degree Students’ Reading Ability: A Blended Learning Approach
Authors : Sebbah Loubna .
Abstract
Flipped learning has garnered much attention from researchers since it is considered as an innovative instructional method that meshes online learning with face-to-face learning. Within the framework of sociocultural theory, this research study focuses on the use of mediation and collaboration in the learning process and aims at investigating the impact of flipped learning on developing Algerian first year EFL degree students’ reading ability at the university of Algiers 2 as well as exploring their perceptions of using flipped learning. To this end, this research study is quasi-experimental and consisted of 100 participants divided into 50 experimental subjects and 50 control subjects. Data were collected through administering a reading test to both groups under study and a perceptual questionnaire to the experimental group only. The findings reveal that flipped learning has significantly a positive impact on developing experimental subjects’ reading ability. Moreover, the experimental subjects expressed positive perceptions of using flipped learning to develop their reading skill. This research article concludes with pointing out some implications for implementing flipped learning in EFL classrooms and casts new light on this model.
Keywords
Collaboration ; Flipped learning ; mediation ; Reading ability
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