AbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran. تفاصيل المقالة

Teaching English for Specific Purposes (TESP) has been a controversial issue among EFL teachers and others. The question raised by many is whether the English language instructor or the subject-matter specialist should teach ESP courses. The main purpose of the present study was to re-address this issue. To this end, 60 second-year students majoring in Feqh and Islamic Law at Islamic Azad University, South Tehran Branch were randomly selected. Then, they were divided into two classes with 30 members in each. The classes were taught by two lecturers – an EFL instructor and a subject-matter specialist – for an entire semester. At the end of the course, two types of measures were used: an achievement test and an attitude questionnaire. Analysis of the results represented that the EFL instructor's class scored higher than the subject-matter specialist’s class on the achievement test, and that they expressed greater satisfaction with their classes on the attitude questionnaire. Implications of the findings are discussed, accordingly. تفاصيل المقالة

The current pretest-posttest quasi-experimental study sought, firstly, to examine the effect of employing flipped language teaching techniques on EFL learners' text comprehension and, secondly, to explore whether there was any significant interaction between the flipped classroom approach and EFL learners’ proficiency level. To this end, 65 male and female EFL learners were conveniently selected and their English proficiency level was determined based on the results of a TOEFL PBT. Having been divided into two experimental (one intermediate and one upper intermediate) and two control (one intermediate and one upper intermediate) groups, the participants were pretested in terms of reading comprehension at the beginning of the study. Subsequently, during a 14-week course of reading comprehension, the learners of the experimental group received flipped language instruction, whereas the control group’s learners were taught being exposed to conventional instruction. To investigate any changes in the learners’ per- formance as a result of the study course, their reading comprehension ability was gauged at the conclu- sion of the study course administering a posttest parallel to the pretest. The results indicated that the learners in the flipped classrooms outperformed their counterparts in the control group in terms of text comprehension, regardless of their English proficiency level. The findings of the study may urge EFL teachers to adopt a flipped classroom approach in order to enhance EFL learners’ reading comprehension skill. تفاصيل المقالة