Effects of Flipped Classroom Approach on EFL Learners’ Reading Performance with Different Cognitive Style

Nader Assadi Aidinlou, Samareh Sadeghian Sharefii, Fatemeh Sogra Kordabadi


This study attempted to examine the effect of the flipped classroom approach on EFL learners’ reading comprehension with respect to learners’ cognitive styles (impulsive & reflective). To this end 80 EFL learners based on PET exam selected for the study and based on their cognitive style assigned in to control and experimental groups. The kind of homework and teaching materials undertaken in experimental groups were similar in control groups as well. The instruction in the control groups was follow traditional way of (non-lipped) reading instruction while the participants of experimental groups were exposed to flipped instruction. The data obtained from reading comprehension tests were analyzed using the statistical package or social sciences version 16 (SPSS, 16). The scores of participants in all control and experimental groups were analyzed using a two way ANOVA. The obtained results revealed that students’ cognitive style does not have any effect on learners’ benefit of flipped method and all the learners in experimental groups enjoy the method and outperformed learners in control group.


flipped classroom, reading comprehension, cognitive style

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