شهره فارسی

Abstract This study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran.