Flipped model of instruction has a significant positive effect on Iranian EFL learners' reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After controlling for pretest scores, the flipped instruction group significantly outperformed the traditionally instructed control group on a researcher-made reading comprehension posttest. → Karimi and Hamzavi 2017

Evidence¶

Karimi and Hamzavi 2017¶

Mehrnoosh Karimi, Raouf Hamzavi. (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). http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.95

q3 · i? · causal · r2

ANCOVA on posttest reading comprehension with pretest as covariate, 25 learners per group. Experimental mean was 21.20 (SD 3.58) versus control 12.72 (SD 1.98); the article reports a significant group effect with partial eta squared of .71, but no standardised effect size in d or g form is printed, so impact is coded null.

"As is evident in Table 2 above, the main treatment effect has been significant [ (1, 47) =114.98, =0.00, <0.05, =0.71]. So, it can be concluded that the group (independent variable, i.e., flipped model of instruction) had positive effect on the dependent variable"

Discussion¶

Related Claims¶

• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
• Elementary EFL learners taught through web-based instruction significantly outperform traditionally taught learners in reading comprehension — related
• EFL learners taught reading comprehension with animation films outperformed traditionally taught controls on a posttest — related