IMPROVING STUDENTS' ENGLISH READING COMPREHENSION USING THE FLIPPED CLASSROOM MODEL IN GUANGXI HIGHER VOCATIONAL COLLEGE A

Abstract

This study investigates the 1. to examine whether there is a statistically significant difference in English reading comprehension achievement between students taught through the flipped classroom model and those taught through traditional instruction, 2. to investigate the extent to which the flipped classroom model improves students' English reading comprehension from pre-test to post-test, 3. to explore students' perceptions of the flipped classroom model in English reading instruction in terms of learning interest, confidence, and perceived effectiveness. Effectiveness of the flipped classroom model in improving students' English reading comprehension at a higher vocational college in Guangxi. The study used an experimental design with 80 students divided into an experimental group and a control group. The experimental group received English reading instruction through the flipped classroom model, while the control group was taught using traditional methods over one semester. The research instruments included an English Reading Comprehension Pre-test and Post-test to measure learning gains, and a student satisfaction questionnaire to assess perceptions of the flipped model. The tests were analyzed using descriptive statistics and independent-samples t-tests in SPSS. The results showed that the experimental group improved significantly in reading comprehension scores compared with the control group on the post-test. Questionnaire results showed that most students in the experimental group were satisfied with the flipped classroom approach, reporting increased interest in learning and improved autonomous learning skills. The study concludes that the flipped classroom model can effectively improve English reading comprehension and learning engagement among higher vocational college students. These findings offer practical implications for pedagogical innovation in similar educational contexts.