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

Year 2025, Volume: 12 Issue: 6, 146 - 168, 01.11.2025

Getu Dagne Yalew

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

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

Ethical Statement

This research was conducted in accordance with established ethical standards for educational research. Informed consent was obtained from all participants, and their anonymity and confidentiality were ensured throughout the study. The research design, data collection, and analysis procedures adhered to institutional ethical guidelines, with no harm or risk posed to participants. Participation was voluntary, and respondents retained the right to withdraw at any stage without penalty.

Supporting Institution

This research was conducted with the approval of Mekelle University, which provided academic and administrative guidance throughout the study. The institution endorsed the ethical framework under which the research . The support of Mekelle University was instrumental in the successful execution of this study.

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