Optimizing Argumentative Text Comprehension via Inverted Classroom

Subject Areas : Optimizing Educational Outcome via Technology

Mohamadreza Rafizade tafti ¹ , Fariba Rahimi Esfahani ^{2 *} , Azar Alisoltani ³

1 - Islamic Azad University, Shahrekord Branch, Shahrekord, Iran
2 - Department of English, Shahrekord branch, Islamic Azad University, Shahrekord, Iran
3 - Islamic Azad University, Shahrekord Branch, Shahrekord, Iran

Received: 2025-07-24 Accepted : 2025-09-13 Published : 2025-09-19

Keywords: Argumentative Text Comprehension, Inverted Classroom, Self-efficacy,

Abstract :

The aim of the present study was two-fold: it intended to investigate the effects of inverted classrooms on argumentative text comprehension of Iranian intermediate EFL learners, and it sought to examine the effects of such a treatment on self-efficacy beliefs of the participants in this research. To achieve these aims, from among intermediate EFL learners in a language school in Ahvaz, 51 learners who scores 30-47 on the Oxford Quick Placement Test were chosen to take part in this research. This available sample was then divided into two groups of inverted classroom group (ICG) and control group (CG). The participants sat for a pretest of argumentative text comprehension and self-efficacy. Then the ICG learners received the instructional materials via WhatsApp and studied them at home to get ready for elaboration in class, while the CG learners learned the new materials in class. After 8 weeks of experiment, posttests of argumentative text comprehension and self-efficacy were given to the learners in the two groups again. The analysis of the data through ANCOVA revealed that: (a) inverted classrooms led to significant differences in the performances of the learners on the test of argumentative text comprehension, and (b) the treatment exerted significant effects on self-efficacy of the learners. Implications of the study for language learners and teachers are presented in the final chapter of the thesis

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