Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

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dc.contributor.authorFulgueras, Michael Jordan Vicencio
dc.contributor.authorBautista, Judy
dc.date.accessioned2024-06-17T21:49:43Z
dc.date.available2024-06-17T21:49:43Z
dc.date.issuedonline-publication-date
dc.description.abstract<jats:p>This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach.  Both the control and the experimental groups were subjected to equal number of 15 instructional sessions.  In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results.  The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels.  Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents.  However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.</jats:p>
dc.identifier.citationFULGUERAS MJ, BAUTISTA J Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels. International Journal of Language and Literary Studies. 2(3). 257-270.
dc.identifier.doihttp://doi.org/10.36892/ijlls.v2i3.228
dc.identifier.issn2704-5528
dc.identifier.issn2704-7156
dc.identifier.urihttps://hdl.handle.net/10092/106462
dc.publisherTawasul International Centre for Publishing, Research and Dialogue
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectflipped learning
dc.subjectreading comprehension levels
dc.subjectcritical thinking levels
dc.subjectESL learners
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390108 - LOTE, ESL and TESOL curriculum and pedagogy
dc.subject.anzsrc39 - Education::3903 - Education systems::390306 - Secondary education
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing
dc.titleFlipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentFaculty of Education
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