The effectiveness of Using Flipped Classroom Strategy in Teaching Reading On reading Comprehension and Phonological Awareness In Non-native Speakers of Arabic Language Learners

Abstract

This research aimed to identify the effectiveness of using flipped classroom strategy in teaching reading on developing reading comprehension and phonological awareness in non-native speaker Arabic language learners. The research sample consisted of (64) students of the first level in Arabic Linguistic Institute. They were divided into two groups: experimental group (32) students, and control group (32) students. The researcher prepared the educational materials and evaluation tools. The educational material for teaching reading is obtained through the flipped classroom strategy, a reading comprehension test, and a phonological awareness test. The validity and reliability of these tools were verified by appropriate statistical methods. The findings showed that there is a statistically significant difference between the mean scores of the experimental group and the control group in the post application of reading comprehension test and the phonological awareness test in favor of the experimental group.