Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension: Students’ Attitudes in the Spotlight

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Document Type : Research Paper

Authors

1 Department of English Language, Chabahar Maritime University, Chabahar, Iran

2 PhD candidate, University of Guilan, Guilan, Rasht

Abstract

The flipped classroom approach has gained traction in language education; however, its application within English for Specific Purposes (ESP) remains underexplored. The present study investigates the impact of flipped classroom instruction on ESP students’ reading comprehension with a focus on their attitudes toward the model. Adopting a quasi-experimental methodology, the study utilized pretest and posttest assessments alongside a 15-item Likert-scale questionnaire to gather data. The research sample comprised 21 second-semester ESP students from Guilan University, who engaged in a 10-week intervention. Pre-class preparation included instructional videos and reading materials, while classroom activities centered on group discussions and practical problem-solving tasks. Findings demonstrated a substantial enhancement in posttest scores, validating the approach as effective for improving reading comprehension. The survey results revealed highly positive student attitudes, particularly in terms of engagement, autonomy, and collaborative learning. These findings highlight the potential of the flipped classroom model to address the unique academic requirements of ESP students by blending discipline-specific resources with interactive learning strategies.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 03 February 2025

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