DEVELOPING ENGLISH READING SKILLS USING FLIPPED CLASSROOM METHOD FOR 8TH GRADE STUDENTS IN ANHUI PROVINCE, CHINA

The aim of this study was to investigate the improvement of English reading skills of 8th-grade Chinese students through the application of a flipped classroom and to assess their satisfaction with this approach. A cluster random sampling of 35 students was recruited from a school in Anhui Province, China, representing a mixed-gender group with varying English proficiency. Data were collected through pre- and post-test of reading skills, as well as a satisfaction questionnaire and focus group interviews. Data analysis included a paired sample t-test for the reading skills assessment and descriptive statistics (Mean and SD) for the satisfaction questionnaire, supplemented by thematic analysis for focus group interview. The results showed a significant improvement in students' reading skill, with post-test scores (Mean = 16.23, SD = 3.04) notably higher than pre-test scores (Mean = 8.34, SD = 2.46). The p < 0.01 confirms the effectiveness of the flipped classroom model in enhancing English reading skills. The satisfaction questionnaire revealed high scores in all categories, with scores for interest (Mean = 4.18, SD = 0.80), engagement (Mean = 4.17, SD = 0.74), and Efficacy of the flipped classroom on reading (Mean = 4.29, SD = 0.77). In focus group interview, students expressed positive perceptions of interest, engagement, and efficacy improvement. The study concluded that the flipped classroom model was effective in improving English reading proficiency and satisfaction, which confirmed its potential as a successful language learning strategy in junior high schools in China.