Flipped Presentation of IELTS Reading: Impacts on Grit, Autonomy and Reading Achievement in an EFL Context

Abstract

Utilizing a quasi-experimental design, this study sought to investigate the effect of flipping IELTS readings on the participants’ enhancement of reading achievement, grit and autonomy. To this aim, 46 upper-intermediate students were selected from the English institutes of Kerman through non-random sampling and assigned to two control group classes (CG1 = 10n & CG2 =11n) and two experimental group classes (EG1 = 12n & EG2 = 13n). All the participants sat an oxford quick placement test to make sure the level-homogeneity principle was followed. There were two administrations of academic IELTS reading tests from Cambridge 16 (tests 2 & 4), grit and autonomy scales as pre- and post-tests. Both groups received the same IELTS reading instructions and materials from Cambridge English Mindset for IELTS 2. The CG1 and CG2 received the materials through a traditional presentation, whereas for EG1 and EG2 the materials were flipped. The teacher-researcher, being CELTA certified, was responsible for CG1, CG2, EG1, and EG2. The 16-session intervention lasted 8 weeks with intervals of two sessions per week. After the collection of data through post-tests of IELTS reading exam, grit, and autonomy scales, the data were analyzed. The results showed that flipping IELTS reading had a significant impact on the improvement of participants’ grit and autonomy as well as their reading achievement. Finally, a semi-structured interview was conducted with 13 participants from EG1 and EG2 to evaluate their perceptions of the use of the flipped classroom. All the participants showed positive opinions toward flipping the materials. The findings show that implementing flipped classrooms in EFL contexts not only improves grit and autonomy but also consequently enhances the reading achievement of language learners.