exploring efl learners’ inferential reading comprehension skills through a webquest-based flipped classroom

This study presents the results of a mixed-methods approach in finding the influence of the webquest-based flipped classroom on the efl learners' reading comprehension skills. a group of efl learners attending an ielts course participated in the study. the participants were divided into two groups, experimental and control, in order for the researchers to be able to compare and contrast the results of the study between the groups. the quantitative data were analyzed using the one-way repeated measures anova and t-test to measure the learners' reading comprehension skills between experimental and control groups and the effects of the post-test and delayed post-test on the learners' comprehension. the participants' attitudes towards the effects of webquest-based flipped classroom on improving their reading comprehension skills were explored by using a semi-structured interview. the results showed that the webquest-based flipped classroom was effective in developing the learners' reading comprehension skills. its long-term effect was also confirmed through the delayed post-test scores. for analyzing the qualitative data, the participants' perspectives were thematically coded and categorized. the results revealed their positive attitudes towards the effectiveness of the webquest-based flipped classroom on their reading skill proficiency. the most notable pedagogical implication of using webquest-based flipped instruction as an efficient and effective alternative to traditional classroom practice was that the learners who were taught reading through this approach were increasingly showing responsibility within themselves regarding independent learning. the study results can also give an end to the centrality of the roles of teachers in classroom contexts.

Exploring EFL Learners’ Inferential Reading Comprehension Skills Through a WebQuest-Based Flipped Classroom

This study presents the results of a mixed-methods approach in finding the influence of the WebQuest-based flipped classroom on the EFL learners' reading comprehension skills. A group of EFL learners attending an IELTS course participated in the study. The participants were divided into two groups, experimental and control, in order for the researchers to be able to compare and contrast the results of the study between the groups. The quantitative data were analyzed using the One-way repeated measures ANOVA and T-test to measure the learners' reading comprehension skills between experimental and control groups and the effects of the post-test and delayed post-test on the learners' comprehension. The participants' attitudes towards the effects of WebQuest-based flipped classroom on improving their reading comprehension skills were explored by using a semi-structured interview. The results showed that the WebQuest-based flipped classroom was effective in developing the learners' reading comprehension skills. Its long-term effect was also confirmed through the delayed post-test scores. For analyzing the qualitative data, the participants' perspectives were thematically coded and categorized. The results revealed their positive attitudes towards the effectiveness of the WebQuest-based flipped classroom on their reading skill proficiency. The most notable pedagogical implication of using WebQuest-based flipped instruction as an efficient and effective alternative to traditional classroom practice was that the learners who were taught reading through this approach were increasingly showing responsibility within themselves regarding independent learning. The study results can also give an end to the centrality of the roles of teachers in classroom contexts.