Using Flipped Classroom with ICT Tools on Reading Comprehension:

A Case Study in English 7 Friends Plus in High School

Authors

  • Diệu Phương Linh Nguyễn Author

DOI:

https://doi.org/10.60087/ijls.v1.n1.003

Keywords:

Flipped Classroom Pedagogy, ICT tools, Reading comprehension, Student engagement, Technology-enhanced learning

Abstract

The study investigates the impact of using the Flipped Classroom Pedagogy (FCP) alongside Information and Communication Technology (ICT) tools on reading comprehension among Grade 7 students using the "English 7 Friends Plus" textbook in high school. This research focuses on integrating tools such as Microsoft PowerPoint, Quizizz, and Google Forms to create an engaging, student-centered learning environment. A mixed-methods approach was employed, incorporating teacher observations, student surveys, and performance assessments to gauge both quantitative and qualitative outcomes. The study involved 24 students (16 females and 8 males, average age 12), aiming to evaluate how FCP influences reading comprehension and enhances student engagement. The results showed that 45% of the students reported a high level of engagement, with an average effectiveness score of 8.7 out of 10. Microsoft PowerPoint played a pivotal role in presenting textual content effectively, while Quizizz and Google Forms facilitated interactive assessment and immediate feedback, contributing to improved comprehension skills. The findings suggest that combining FCP with ICT tools not only boosts reading comprehension but also enhances the overall learning experience by promoting active participation and self-paced learning. This study contributes to the growing body of literature on innovative teaching methodologies, showing the potential of integrating digital tools in fostering improved academic outcomes in secondary education.

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Published

2024-03-15

How to Cite

Using Flipped Classroom with ICT Tools on Reading Comprehension:: A Case Study in English 7 Friends Plus in High School. (2024). The International Journal of Language Studies (ISSN : 3078 - 2244), 1(1), 17-47. https://doi.org/10.60087/ijls.v1.n1.003

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