the effect of flipped instruction on extensive reading comprehension abilities of tenth grade female high school students

The present study investigated the effectiveness of using flipped language learning approach on iranian intermediate efl learners’ extensive reading ability. in this regard, sixty out of eighty-five intermediate learners were selected through a quick oxford placement test (qopt) (syndicate, 2001) at the tenth grade school in amol, mazandaran province. they were divided into two main groups in this study: the experimental group who received flipped learning instruction and the control group who received the traditional method. the reading comprehension pre- and post-tests and the perception of flipped learning experience questionnaire were used as the instruments in the current study. the students in the flipped learning group received the reading materials including the texts and videos via the telegram. in the next session, the participants had a discussion in different formats: individual work, pair work and group work. analyzing the pretest and posttest results revealed that the flipped learning group outperformed the control group in extensive reading ability. moreover, the results of questionnaire revealed that the general perceptions of the participants were positive towards using technology in the classroom context. this study discusses a number of implications for language teachers and syllabus designers in using technology in the classroom context.