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Author ORCID Identifier

Getu Dagne Yalew: https://orcid.org/0009-0008-4876-4962

Abstract

The flipped classroom, a contemporary model, and explicit reading instruction, a widely recognized conventional approach, both offer unique benefits and have their own place in education. This study aimed to investigate the effects of Flipped Explicit Reading Comprehension Instruction (FERCI) on college EFL trainees’ Reading Comprehension Proficiency (RCP) and its impact on course achievement test scores. Conducted at Injibara College of Teachers Education in Ethiopia, the study involved 53 participants from October 7 to February 6, 2023, utilizing a quasi-experimental pre-test-post-test non-equivalent group design. The participants were assigned into experimental (N=28) and control (N=25) groups. The experimental group received the course using FERCI, which involved providing educational content outside of the classroom through videos and readings before class, while the control group received explicit reading comprehension instruction (ERCI). Data were collected through RCP pre-tests, post-tests, and course achievement test scores. The results revealed that both FERCI and ERCI were significantly effective in enhancing RCP, with large effect sizes (eta squared = 0.93 for EG and 0.87 for CG) further supporting substantial improvements in both groups. However, both FERCI and ERCI had distinctive effects, with FERCI showing a significantly better (moderate effect size eta squared =. 464) impact on RCP test scores compared to ERCI.

First Page

88

Last Page

115

Ethics Approval

Yes

Declaration Statement

Data Availability Statement: The raw data supporting the conclusions of this article will be available by the authors, without undue reservation.

Funding Statement: This research did not receive any specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Conflict of Interest Disclosure: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Participation Consent Statement: All participants of this study gave their informed consent for participation in the research.

Permission to Reproduce Materials from Other Sources: N/A

Clinical Trial Registration: N/A

Please kindly note that the above details pertain to the manuscript titled "Effects of Flipped Explicit Reading Instruction on College EFL Trainees’ Reading Comprehension Proficiency".

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