Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy

The body of research on second language (L2) teaching has documented and reported the usefulness of flipped instruction in enhancing foreign language development. Nevertheless, little research has explored the impact of flipped teaching on L2 reading comprehension. The aim of this study was to investigate the effect of flipped classroom on EFL learners' reading achievement and self-efficacy. In so doing, a total number of 48 Iranian EFL learners served as participants and were randomly assigned to an experimental group (N = 25) and a control group (N = 23). Employing a quasi-experimental design, the researchers utilized an experimental group that received flipped instruction via electronic materials and a control group that were instructed based on the regular method for a period of three months. The reading component of Cambridge Preliminary English Test (CPET) and the Reading Self-Efficacy Questionnaire (RSEQ) were administered to measure the reading comprehension reading self-efficacy of the participants. The outcomes of the study revealed that the students in the flipped group substantially performed better than those of the non-flipped group regarding both L2 reading achievement and reading self-efficacy. Overall, it may be concluded that EFL practitioners can incorporate flipped instruction into their reading classrooms in order to aid students to gain both confidence and competence in doing reading tasks more properly.