The effect of mobile-assisted flipped classroom on students’ reading strategies in Iran

The advent of flipped classrooms has created new opportunities to enhance English language learning. This study investigated the effect of implementing flipped instruction on Iranian secondary school students’ reading strategies. This research was conducted with 30 elementary level learners in the 9th grade from a secondary school in Iran. Participants were assigned to experimental and control groups on the basis of convenience sampling. To this end, the Quick Placement Test (QPT) was administered to 90 students in order to select 30 respondents to participate in this study. The researchers placed the respondents of the experimental group in a flipped classroom. In the flipped classroom, the teacher provided the materials via Shad in advance to the class. On the other hand, the control group was taught in the traditional classroom. Despite these two different methods of presenting the contents, students in both groups had the opportunity to take part in various learning activities in each classroom session. Based on a quantitative method, participants in both groups were pre-tested and post-tested through the Reading Strategy Questionnaire (Mokhtari & Sheorey, 2002) to examine the level of learners’ reading strategy utilized before and after the treatment. Then, an Independent-Sample t–test was used to determine significance of differences between these two groups. Results revealed that there was a significant difference between the two types of instruction, and the flipped class outperformed the traditional one. Furthermore, the results of this study would indicate a number of pedagogical implications for curriculum designers, teachers and learners.