the effect of flipped language teaching on efl learners’ text comprehension: learners’ english proficiency level in focus

The current pretest-posttest quasi-experimental study sought, firstly, to examine the effect of employingflipped language teaching techniques on efl learners' text comprehension and, secondly, to explorewhether there was any significant interaction between the flipped classroom approach and efl learners’proficiency level. to this end, 65 male and female efl learners were conveniently selected and theirenglish proficiency level was determined based on the results of a toefl pbt. having been dividedinto two experimental (one intermediate and one upper intermediate) and two control (one intermediateand one upper intermediate) groups, the participants were pretested in terms of reading comprehension atthe beginning of the study. subsequently, during a 14-week course of reading comprehension, the learnersof the experimental group received flipped language instruction, whereas the control group’s learnerswere taught being exposed to conventional instruction. to investigate any changes in the learners’ performanceas a result of the study course, their reading comprehension ability was gauged at the conclusionof the study course administering a posttest parallel to the pretest. the results indicated that thelearners in the flipped classrooms outperformed their counterparts in the control group in terms of textcomprehension, regardless of their english proficiency level. the findings of the study may urge eflteachers to adopt a flipped classroom approach in order to enhance efl learners’ reading comprehensionskill.