The Impact of Flipped Classroom Instruction on College EFL Trainees’ Reading Proficiency, Perceptions, and Engagement

Getu Dagne Yalew

doi:10.17275/per.25.83.12.6

The Impact of Flipped Classroom Instruction on College EFL Trainees’ Reading Proficiency, Perceptions, and Engagement

Abstract

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.

Keywords

flipped learning; , explicit reading instruction; , reading comprehension; , educational technology; , instructional perceptions in EFL , learner engagement

References

Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295–304. http://www.jallr.com
Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL students’ perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research, 8(3), 476-484.https://doi.org/10.17507/jltr.0803.05
Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1870801.https://doi.org/10.1080/2331186X.2021.1870801
Aksoy, B. N. Ç., & Tulgar, A. T. (2023). The Effects of Flipped Classroom on EFL Students' Autonomy and Motivation. GIST Education and Learning Research Journal, 27, 9-38. https://doi.org/10.26817/16925777.1727
Aljaraideh, Y. (2019). Students' perception of flipped classroom: A case study for private universities in Jordan. JOTSE: Journal of Technology and Science Education, 9(3), 368-377. https://doi.org/10.3926/jotse.648
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.https://doi.org/10.1007/s11423-020-09779-2
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution (Vol. 22). Brill.https://brill.com/display/title/36570
Amare, E. M., Zegeye, R. T., Wondie, S. G., Negash, T. T., & Siyoum, M. T. (2024). Getting ready for digital shift: the level of acceptance towards educational technology among faculty members in higher education institutions in Ethiopia. Discover Education, 3(1), 10. t https://doi.org/10.1007/s44217-024-00090-1.
Anderson, L. W. (1999). Rethinking Bloom's Taxonomy: Implications for Testing and Assessment.ERIC Document Reproduction Service No. ED435630.https://eric.ed.gov/?id=ED435630
Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies, 28(8), 10031-10051.https://doi.org/10.1007/s10639-023-12060-5

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. https://files.eric.ed.gov/fulltext/EJ1092800.pdf
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Access via Google Books: https://books.google.com/books/about/Flip
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200). American Society for Engineering Education. https://doi.org/10.18260/1-2--22585
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
British Council. (2020). Road to IELTS: Reading practice tests. British Council. https://www.britishcouncil.org/exam/ielts/prepare/road-to-ielts
Christofalos, A. L., Raney, G. E., Daniel, F., & Demos, A. P. (2020). Titles support the development of coherent situation models. Journal of Research in Reading, 43(4), 417-433. https://doi.org/10.1111/1467-9817.12315
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. https://doi.org/10.4324/9780203720967
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. https://doi.org/10.4135/9781506386768
Demissie, E. B., Labiso, T. O., & Thuo, M. W. (2022). Teachers' digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia. Social sciences & humanities open, 6(1), 100355. https://doi.org/10.1016/j.ssaho.2022.100355
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications. https://doi.org/10.4135/9781071802193
Dugasa, G., Olana, T., & Ali, S. (2022). Effects of explicit reading strategy instruction on grade 9 students’ achievement in reading comprehension. Education Research International, 2022(1), 7872840. https://doi.org/10.1155
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663-672. https://doi.org/10.1002/trtr.1993
Educational Assessment and Examination Services. (2023, October 11). Website status update. EAES. https://eaes.et
Faro, M. H., Gutu, T. S., & Hunde, A. B. (2024). Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: The case of Mattu University. PloS One, 19(10), e0307382. https://doi.org/10.1371/journal.pone.0307382
Filiz, S., & Benzet, A. (2018). A content analysis of the studies on the use of flipped classrooms in foreign language education. World Journal of Education, 8(4), 72-86. : https://doi.org/10.5430/wje.v8n4p72
Gashaye, S., & Alem, D. D. (2018). Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. Online Submission, 1(1), 48-59. https://www.ijllt.org
Geletu, G. M., & Seid, R. S. (2025). Effects of technologically mediated flipped classroom instruction on students’ learning experiences. The Journal of Educational Research, 118(4), 329-341. https://doi.org/10.1080/00220671.2025.2476161
Habtamu, W. A. (2025). Effects of Metacognitive Reading Strategies Explicit Instruction on EFL Students’ Reading Comprehension, Strategy Awareness,motivation and perception among grade 11 students of Ambo Preparatory School. https://doi.org/10.13140/RG.2.2.25232.72968
Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. Theory and Practice in Language Studies, 8(6), 665-673. https://doi.org/10.17507/tpls.0806.17
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Israel, S. E., & Duffy, G. G. (Eds). (2009). Handbook of research on reading comprehension. Routledge. https://doi.org/10.4324/9781315762215
Karimi, M., & Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus. Advances in Language and Literary Studies, 8(1), 95. https://doi.org/10.7575/aiac.alls.v.8n.1p.95
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84. https://doi.org/10.1002/tesq.372
Liu, C., & Liu, Z. (2016). A creative design and implementation of student-led flipped classroom model in English learning. Theory and Practice in Language Studies, 6(10), 2036. http://dx.doi.org/10.17507/tpls.0610.21
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mengesha, A. K., Ayele, H. S., Misker, M. F., & Beyna, A. T. (2024). Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at Gondar University, college of medicine and health sciences: an interventional study. BMC Medical Education, 24(1), 1108. https://doi.org/10.31579/2834-5029/057
Metruk, R. (2022). Smartphone English language learning challenges: A systematic literature review. SAGE Open, 12(1), Article 21582440221079627. https://doi.org/10.1177/21582440221079627
Ministry of Education. (2023). Digital education strategy and implementation plan 2023–2028. FDRE Ministry of Education. https://www.moe.gov.et
Mohammaddokht, F., & Fathi, J. (2022). An investigation of flipping an English reading course: Focus on reading gains and anxiety. Education Research International, 2022(1), 2262983. https://doi.org/10.1155/2022/2262983
Morton, D. E. (2023). Reading worksheets: Comprehension and inference skills. Ereading Worksheets. https://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/
Olifant, T., Cekiso, M., Boakye, N., & Madikiza, N. (2020). Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction. Journal for Language Teaching, 54(2), 71-93. https://doi.org/10.4314/jlt.v54i2.4
Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of instruction. The Elementary School Journal, 88(2), 151-165. https://doi.org/10.1086/461530
Persky, A. M., & McLaughlin, J. E. (2017). The flipped classroom–from theory to practice in health professional education. American journal of pharmaceutical education, 81(6), 118.https://doi.org/10.5688/ajpe816118
Pongpanich, W., Chomthong, W., Choeykhunthot, A., Tammati, K., Rangkharat, P., & Jantakoon, T. (2025). Exploring Flipped Classrooms in EFL Teaching: A Comprehensive Systematic Review. Higher Education Studies, 15(2), 23-36. https://doi.org/10.5539/hes.v15n2p23
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1), 12. https://doi.org/10.1186/s41039-021-00157-9
Simie, T., & McKinley, J. (2025). English medium instruction in Ethiopian university mission statements and language policies. Language Policy, 24(1), 85-106. https://doi.org/10.1007/s10993-024-09693-8
Şimşek, A., & Bakır, S. (2024). The effect of the flipped classroom model on student opinions and reading comprehension skills in teaching Turkish to foreigners. Participatory Educational Research, 11(6), 20-38.https://doi.org/10.17275/per.24.77.11.6
Sweller, J. (2020). Cognitive load theory and educational technology. Educational technology research and development, 68(1), 1-16.https://doi.org/10.1007/s11423-019-09718-0
Tena, B., & Motuma, F. (2024). Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education. Bahir Dar Journal of Education, 24(1), 147-167. https://doi.org/10.4314/bdje.v24i1.10
Tran, Q., Verezub, E., & Fisher, R. (2025). Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions. Teaching and Learning Inquiry, 13, 1-44. . https://doi.org/10.20343/teachlearninqu.13.2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.scirp.org/reference/referencespapers?referenceid=2107373
Wendaferew, D., & Damtew, A. (2023). The effect of explicit strategy instruction on students’ reading comprehension performance of Ethiopian secondary school students. Education Research International, 2023(1), 1894026. https://doi.org/10.1155/2023/1894026

Details

Primary Language

English

Subjects

English As A Second Language , Language Studies (Other) , Quality Assurance in Higher Education

Journal Section

Research Article

Authors

Getu Dagne Yalew ^*
0009-0008-4876-4962
Ethiopia

Early Pub Date

November 4, 2025

Publication Date

November 1, 2025

Submission Date

April 17, 2025

Acceptance Date

September 7, 2025

Published in Issue

Year 2025 Volume: 12 Number: 6

DOI

https://doi.org/10.17275/per.25.83.12.6

IZ

https://izlik.org/JA36JE26HE

APA

Yalew, G. D. (2025). The Impact of Flipped Classroom Instruction on College EFL Trainees’ Reading Proficiency, Perceptions, and Engagement. Participatory Educational Research, 12(6), 146-168. https://doi.org/10.17275/per.25.83.12.6