th grade students studying in one of the primary schools in central Bhutan. The pre-test and post-test for reading comprehension were administered and series of observations were made during one-to-one discussion with a teacher on the read text. The data were analyzed using t-test and descriptive statistics, and the observers’ note were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-test (M=3.04; SD=2.26) and post-test (M=5.19; SD=1.44) at p<.05, indicating the improvement in students’ reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on pre-test and post-test, that there was improvement in students’ reading comprehension, thus, it further supports the earlier finding which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other EFL teachers in similar contexts.

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The Flipped Classroom Model: Effects on Students’ Reading Comprehension in English

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Periodicity:December - February'2022

Abstract

This study used mixed-method experimental design to examined the effects of flipped classroom model combined with reading comprehension strategies on students’ comprehension in English text. It was carried out with 26 (14 females, 12 males) 4th grade students studying in one of the primary schools in central Bhutan. The pre-test and post-test for reading comprehension were administered and series of observations were made during one-to-one discussion with a teacher on the read text. The data were analyzed using t-test and descriptive statistics, and the observers’ note were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-test (M=3.04; SD=2.26) and post-test (M=5.19; SD=1.44) at p<.05, indicating the improvement in students’ reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on pre-test and post-test, that there was improvement in students’ reading comprehension, thus, it further supports the earlier finding which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other EFL teachers in similar contexts.

Keywords

comprehension, flipped classroom model, reading, reading comprehension

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