The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

  • Marjan R. Abbasian Department of English, Cihan University-Erbil, Kurdistan Region, Iraq
  • Israa B. Azeez Department of English, Cihan University-Erbil, Kurdistan Region, Iraq
Keywords: Blended learning, Reading comprehension skills, Flipped class, Student-centered method


Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.


Download data is not yet available.


Al-Harbi, S., & Alshumaimeri, Y. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80.

Baker, J. W. (2000). The “Classroom Flip”: Using Web Course Management Tools to Become the Guide by the Side. United States: 11th International Conference on College Teaching and Learning, Jacksonville, Florida.

Basal, A. (2015). The implementation of a flipped classroom in foreign language AQ3 teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.

Bernard, J. S. (2015). The flipped classroom: Fertile ground for nursing education research. International Journal of Nursing Education Scholarship, 12(1), 99-109.

Dennis, D. V. (2008). Are assessment data really driving middle school reading instruction? What we can learn from one student’s experience. Journal of Adolescent and Adult Literacy, 51, 578-587.

Educause, C. (2012). Things You Should Know about Flipped Classrooms. Available from:

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, 38(9), 12-17.

Gallagher, K. (2009). LOEX Conference Proceedings 2007: From Guest Lecturer to Assignment Consultant: Exploring a New Role for the Teaching Librarian. Ypsilanti, MI: Eastern Michigan University. Available from:

Gannod, G. C., Burge, J. E., & Helmick, M. T. (2007). Using the Inverted Classroom to Teach Software Engineering (TECHNICAL Report MUSEASCSA-2007-001). Miami University, Scholarly Commons. Available from:

Goodwin, B. & Miller, K. (2013). Evidence on flipped classrooms is still coming. Educational Leadership, 70(6), 78-80.Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.

Khan, S. (2012). The One World Schoolhouse: Education Reimagined. New York: Twelve.

Kronholz, J. (2012). Can Khan move the bell curve to the right? Education Digest, 78(2), 23-30.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway AQ3 to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Nasri, M., & Biria, R. (2016). Integrating multiple and focused strategies for improving reading comprehension and L2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and and English Literature, 6(1), 311-321.

Petel, M.F., & Preveen, M.J. (2008). English Language Teaching. New Delhi: Sunrise Publisher and Distributor.

Rahimi, M. (2009). The role of teachers’ corrective feedback in improving Iranian. Reading and Writing, 22, 219-243.

Strayer, J. F. (2012). Inverting the Classroom: A Study of the Learning Environment when an Intelligent Tutoring System is Used to Help Students Learn. Saarbrücken: VDM Verlag.

Richards, J., & Bohlke, D. (2012). Four Corners 2. Cambridge: CUP.

Songhao, H., Saito, K., Maeda, T., & Kubo, T. (2011). Evolution. Available from:

How to Cite
Abbasian, M., & Azeez, I. (2021). The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University. Cihan University-Erbil Journal of Humanities and Social Sciences, 5(1), 101-105.