USING FLIPPED CLASSROOM TO IMPROVE ENGLISH READING COMPREHENSION ABILITY OF FIRST-YEAR STUDENTS AT SAKON NAKHON RAJABHAT UNIVERSITY
Keywords:
Flipped classroom, English reading, English reading comprehensionAbstract
The objectives of this research were to study and compare the English reading comprehension ability of first-year students before and after studying English reading comprehension using flipped classroom and to investigate the students’ attitude toward teaching English reading comprehension using flipped classroom. The sample consisted of 52 first-year students at Sakon Nakhon Rajabhat University, Mueang District, Sakon Nakhon Province, in the first semester of 2023 academic year, selected by cluster random sampling. The research was a one group pretest-posttest design. The research instruments included 12 lesson plans, an English reading comprehension ability test, and an attitude questionnaire. The experiment lasted for 12 weeks, with 3 hours per week, totaling 36 hours. For data analysis, the researchers used mean, percentage, standard deviation and t-test for dependent samples. The results of this research indicated that: 1) the students’ pretest and posttest mean scores on English reading comprehension ability were 18.12 or 45.29 percent and 31.81 or 79.52 percent respectively. The students’ posttest mean score on English reading comprehension ability was significantly higher than that of the pretest at 0.1 level and the mean score on the posttest was higher than the set criterion of 70 percent, and 2) the students’ attitude toward teaching English reading comprehension using flipped classroom was at a very good level.
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