The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners

This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were rand...

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Veröffentlicht in:	Theory and practice in language studies 2019-12, Vol.9 (12), p.1513-1523
Hauptverfasser:	Neisi, Leila, Hajijalili, Mehrnnoosh, Namaziandost, Ehsan
Format:	Artikel
Sprache:	eng
Schlagworte:	Active learning Book publishing Classrooms Collaboration Control Groups Critical thinking Discussion groups Distance learning Education English (Second language) English as a second language instruction Entrance examinations Flipped Classroom Hypotheses Language instruction Learning outcomes Literacy Placement tests Projectors Reading comprehension Second language reading Study Centers Teaching Teaching Methods
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