Fostering Secondary Students' Reading Performance through Flipped Classroom Model

This action research study is a summary of a MA thesis, aiming to investigate the impact of the flipped classroom model on improving students’ reading performance. The researchers implemented the intervention with 35 Grade 8E students at junior high schools in Vietnam. Both qualitative and quantitative data were collected using pre-and post-tests, questionnaires and semi-structured interviews. The findings indicated that the flipped classroom model contributed to enhancing students’ reading performance. Data from the KET A2 reading test revealed significant improvements in students’ learning outcomes across the pre-test, progress test, and post-test. In addition, a specially designed questionnaire was administered to examine changes in the components of students’ attitudes at the conclusion of the intervention, including the cognitive, affective, and behavioral components. Furthermore, a semi-structured interview which was conducted with four students identified as having weaker reading skills to further explore their reading performance after the intervention. Based on the results, the researchers provided recommendations for teachers and students on implementing the flipped classroom model to foster reading performance among students.