The Effect of Flipped Instruction on EFL Learners’ Reading Comprehension Performance on the Intermediate Level

In this study, the effect of using flipped language learning on reading ability among intermediate English language learners has been investigated. For this reason, among 85 language learners at intermediate level, 60 people were selected through a Quick Oxford Placement Test also the Perception of Flipped Learning Experience were used as the instruments in the current study. In this study, these 60 people were divided into two main groups, one is an experimental group in which language learners receive flipped learning instruction, and the other is a control group that works with language learners in the traditional method. The language learners of the flipped educational group created a group using the Telegram program on the phone, and then the teacher sends the reading material to the group (a number of texts and videos). Language learners are asked to complete exercises such as reading the text, replying the teacher s questions related to the topic, finding and guessing new words, and completing multiple choice questions using the Telegram program. In the next session, the language learners were discussed in different formats of individual work, pair work and group work. Then, by analyzing the data, the results obtained show that the flipped learning group performs better in reading ability than the control group, and the results of the questionnaires show that the general perceptions of language learners were positive towards the use of technology in the field of learning in the classroom. This study included a number of implications for language teachers and curriculum designers in using technology in the classroom context.