the effect of flipped learning environment on efl learner s' reading comprehension and attributional beliefs in success and failure

Reading comprehension is a significant skill that furthers the development of learners various academic tasks (gilakjani&sabouri,2016). flipped teaching can transform reading classrooms into interactive and dynamic places, where learners attributions, perceived causes of success and failure, are very important. unfortunately, no study investigated the influence of flipped teaching on learners attributional beliefs in reading skill. therefore, this study explored the effect of flipped learning environment on efl learners reading comprehension and attributional beliefs in success and failure. the participants of the study were selected through convenience sampling. the researcher conducted a quasi-experimental design. to this end, 78 iranian intermediate efl students from two branches of islamic azad university, including aliabad katoul and gorgan branches were volunteers for participating in this study. subsequently, only 62 students out of these 78 students were chosen based on their preliminary english test scores, and were randomly assigned to two groups (flipped-learning / face-to-face groups). flipped-learning group received an orientation on a flipped learning approach via telegram, and face-to-face group was taught in face-to- face learning environment. after 14 sessions of treatment, a reading test similar to the one employed as the pre-test of the study was assigned to the two groups. finally, the participants were given the attributional questionnaire to find out the causal attributions in reading performance in both groups. the results of the independent sample t-test revealed that the flipped-learning group outperformed face-to-face group in reading comprehension. besides, the findings demonstrated that flipped-learning group attributed their success to internal factors more than the face-to-face group. however, both groups attributed their failure to external factors. the findings of this study may have implication for efl teachers and material developers to incorporate flipped learning into reading classes and be aware of learners attributional beliefs to increase the quality of language learning.