Academic reading comprehension and students’ attitudes toward flipped classroom instruction among graduate students in Thailand.

Piyanut Thomol; Worawoot Tutwisoot; Prayong Klanrit; Napasup Lertpreedakorn; Wachirakiat Baothongchan

doi:10.62819/jel.2026.2319

Authors

Piyanut Thomol Graduate School, Udon Thani Rajabhat University, Thailand
Worawoot Tutwisoot Graduate School, Udon Thani Rajabhat University, Thailand
Prayong Klanrit Graduate School, Udon Thani Rajabhat University, Thailand
Napasup Lertpreedakorn Graduate School, Udon Thani Rajabhat University, Thailand
Wachirakiat Baothongchan Graduate School, Udon Thani Rajabhat University, Thailand

DOI:

https://doi.org/10.62819/jel.2026.2319

Keywords:

academic reading comprehension, autonomous learning, EFL learners, flipped classroom, Thai higher education

Abstract

Academic reading comprehension is essential for graduate students; however, many learners experience difficulties in understanding complex academic texts. The flipped classroom approach has been proposed as a learner-centered instructional strategy that promotes active learning and learner autonomy. This study aimed 1) to compare graduate students’ academic reading comprehension before and after instruction using a flipped classroom approach, and 2) to investigate their attitudes toward the instructional method. The sample consisted of 36 graduate students enrolling in the first semester of the academic year 2025 at a government university, selected through cluster random sampling. A one-group pretest-posttest design was employed to examine changes in academic reading comprehension after an eight-week instructional intervention. The research instruments included eight lesson plans, an academic reading comprehension test, and an attitude questionnaire. The results showed that the mean posttest score ( = 24.42, SD = 1.66) was significantly higher than the mean pretest score ( = 14.36, SD = 3.80), t(35) = 18.76, p < .01. In addition, students expressed positive attitudes toward the flipped classroom approach ( = 4.30, SD = 0.87). The findings reveal the evidence that the flipped classroom approach at a graduate-level English language learning context can contribute to improvements in academic reading comprehension and promote positive learning attitudes among graduate students.

References

Alghamdi, H., & Ahmad, R. (2023). Exploring the role of social media in enhancing university students’ communication skills. Education and Information Technologies, 28(1), 249–266. https://doi.org/10.1007/s10639-022-11250

Benson, P. (2013). Teaching and researching: Autonomy in language learning (2nd ed.). Routledge.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for technology in education.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.

Hasanah, U., & Arifani, Y. (2018). The effect of flipped classroom toward EFL students’ reading comprehension. In A. Rahmawati (Ed.), Proceedings of the international conference on education and innovation (ICEI 2018) (pp. 144–148). SCITEPRESS. https://doi.org/10.5220/0009019101440148

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge adult education.

Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Koda, K. (2022). Second language reading and literacy: An introduction. Routledge.

Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon Press.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), Article 4. https://doi.org/10.1186/s41039-016-0044-2

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B. Merriam (Ed.), The new update on adult learning theory: New directions for adult and continuing education (No. 89 (pp. 3–14). Jossey-Bass.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.

Nation, I. S. P. (2019). Teaching ESL/EFL reading and writing (2nd ed.). Routledge.

Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.

Saiyos, L., & Saiyos, A. (2000). Educational research techniques (5th ed.). Suwiriyasan.

Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181

Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117

Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: What are the gaps and future trends? On the Horizon, 27(2), 72–86. https://doi.org/10.1108/OTH-09-2018-0027

Zhang, R., & Zou, D. (2024). Self-regulated second language learning: A review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning, 37(4), 720–765. https://doi.org/10.1080/09588221.2022.2055081