چكيده
The flipped classroom instruction has been the focus of many researchers. It needs a lot of preparation and technological tools and many have tried it in different ways to teach different subjects with different grades. This study utilized a true- experimental design to investigate the effect of flipped classroom on reading comprehension of Iranian EFL learners with different proficiency level (elementary and intermediate). It focused on female learners in Paniz institutes of Ardabil, Iran. So, 120 participants were selected based on their performance on Oxford Placement Test, then 60 participants for intermediate and 60 for elementary level were selected and a Nelson and PET reading test were submitted for their homogeneity. In the next stage, the participants were divided into control and experimental group and the experimental group was taught based on flipped classroom and the control group was taught based on traditional method. The result of the posttest showed a statistically significant point of preference for the experimental group over the control group in reading comprehension for both of elementary and intermediate levels. The findings showed that the students who received instruction through flipped classrooms had better performance compared to those who were trained through traditional classrooms.
Keyword: Flipped classroom, Proficiency level, Reading comprehension
