Flipped classroom for developing reading comprehension in English

Abstract

Introduction: This study seeks to analyze the effectiveness of the flipped classroom approach in improving English reading comprehension in secondary school students. This skill, fundamental for learning a second language, is often difficult to develop with traditional methods that promote passive learning and little autonomy. As an alternative, the flipped classroom is proposed, a student-centered approach that promotes active participation and independent learning. Materials and methods: The research employed a mixed-methods design, combining quantitative and qualitative tools such as pre- and post-intervention tests, observations, and interviews. Eighty-four tenth-grade students participated, divided into a control group (taught with traditional methods) and an experimental group (instructed with the flipped classroom model). The latter received online materials before class, and in classroom they focused on active activities such as debates, interactive readings, and problem-solving. Results: The results showed that the experimental group significantly improved in reading comprehension compared to the control group. Furthermore, greater participation, vocabulary acquisition, and development of critical reading skills were observed. Discussion: The incorporation of digital resources and collaborative dynamics also fostered student autonomy and motivation. Conclusions: In conclusion, the findings indicate that the flipped classroom is an effective pedagogical strategy for improving reading comprehension in English and represents a valuable tool in the teaching of modern languages by promoting more independent, active, and meaningful learning.