TY  - JOUR
T1  - The Impact of Flipped Classroom Instruction on College EFL Trainees’ Reading Proficiency, Perceptions, and Engagement
AU  - Yalew, Getu Dagne
PY  - 2025
DA  - November
Y2  - 2025
DO  - 10.17275/per.25.83.12.6
JF  - Participatory Educational Research
JO  - PER
PB  - Özgen KORKMAZ
WT  - DergiPark
SN  - 2148-6123
SP  - 146
EP  - 168
VL  - 12
IS  - 6
LA  - en
AB  - This study examines the impact of FCI versus Conventional Classroom Instruction (CCI) with Explicit Reading Instruction (ERI) on reading comprehension proficiency, engagement, and perceptions among English as Foreign Language (EFL) trainees at Injibara College, Ethiopia, during 2023. Using a quasi-experimental pre-test–post-test non-equivalent group design, 53 participants were purposefully assigned to FCI (n = 28) and CCI (n = 25) groups. The intervention took place in the second semester over 12 weeks (February–May), with weekly one-hour sessions where both groups worked on identical reading materials from the same course. The FCI group prepared by viewing videos and reading materials before class and participated in collaborative, teacher-guided activities during sessions, whereas the CCI group received teacher-led explicit instruction in class followed by independent homework. Quantitative data were collected through four RCP assessments (pre-test, two interim tests, post-test) and questionnaires assessing engagement and perceptions. Qualitative data were gathered via interviews with six purposively selected FCI participants.Results indicated notable improvement in both groups, with the FCI group demonstrating greater and sustained gains, evidenced by a large effect size (η²ₚ = .305) and significant interaction effects (F(3,48) = 3.67, p = .015), reflecting progressive enhancement. Participants reported positive perceptions, emphasizing critical thinking, flexibility, and preparation, although some expressed reluctance to recommend FCI. Engagement scores indicated high cognitive, behavioural, and emotional involvement. Qualitative analysis revealed increased learner autonomy, deeper comprehension, and peer collaboration, despite initial workload and technological challenges. Overall, findings affirm FCI’s potential in EFL, influencing pedagogy, policy, technological integration, and innovative practices to sustain engagement and language proficiency.Results indicated notable improvement in both groups, with the FCI group demonstrating greater and sustained gains, evidenced by a large effect size (η²ₚ = .305) and significant interaction effects (F(3,48) = 3.67, p = .015), reflecting progressive enhancement. Participants reported positive perceptions, emphasizing critical thinking, flexibility, and preparation, although some expressed reluctance to recommend FCI. Engagement scores indicated high cognitive, behavioral, and emotional involvement. Qualitative analysis revealed increased learner autonomy, deeper comprehension, and peer collaboration, despite initial workload and technological challenges. Overall, findings affirm FCI’s potential in EFL, influencing pedagogy, policy, technological integration, and innovative practices to sustain engagement and language proficiency.
KW  - flipped learning;
KW  - explicit reading instruction;
KW  - reading comprehension;
KW  - educational technology;
KW  - instructional perceptions in EFL
KW  - learner engagement
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UR  - https://doi.org/10.17275/per.25.83.12.6
L1  - https://dergipark.org.tr/en/download/article-file/4773760
ER  -