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Applying a flipped classroom for English reading strategy training: Focusing on reading achievement and strategy use by learners’ level

Reading strategies play a significant role in improving reading comprehension achievement, and therefore, reading strategy training supports different levels of leaners by explicitly teaching and modeling reading strategies. Flipped learning, a instructional method which has developed alongside the rise of educational technology, may be useful for reading strategy training, which delivers lecture on reading strategies through online platforms and uses class time for practicing strategies with student-centered activities. The aim of this study is to examine the effectiveness of flipped reading strategy training for learners representing different levels of reading ability. The participants were 103 university students in TOEIC reading courses and divided into three groups, according to reading proficiency (low-intermediate-high). Pre- and post-tests were used to measure the learners’ reading achievement, and a reading strategy survey was distributed to inquire about their use of strategies. The results showed that 1) the students’ reading ability was significantly improved across all three levels; 2) the students used learner strategies most frequently, test-management strategies next-most-often, and test-wise strategies least of all. Further, there was a significant difference in the use of strategies across the three levels of reading ability. From these findings, the study suggests possibilities for adopting flipped reading strategy training in English reading classes, especially in those engaged in test-preparation classrooms.