Exploring the Effect of Flipped Reading Instruction on Reading Performance, Reading Self-Efficacy, and Reading Self-Regulation in EFL Learners: A Mixed Methods Study

Soleimani, Khosro; Dowlatabadi, Hamid Reza

doi:10.22034/jls.2026.145139.1330

Exploring the Effect of Flipped Reading Instruction on Reading Performance, Reading Self-Efficacy, and Reading Self-Regulation in EFL Learners: A Mixed Methods Study

Articles in Press

Document Type : Original Article

Authors

¹ Ph.D. Candidate, English Language Department, Faculty of Humanities, Arak University, Arak, Iran

² Associate Professor, English Language Department, Faculty of Humanities,, Arak University, Arak, Iran

10.22034/jls.2026.145139.1330

Abstract

Abstract

This mixed-methods study examined the effects of flipped reading instruction on Iranian EFL learners’ reading performance, reading self-efficacy, and reading self-regulation. Forty-nine female learners (aged 16–18) from two intact classes were assigned to an experimental group (N = 25) receiving an eight-week flipped intervention (online pre-class materials plus interactive in-class tasks) or a control group (N = 24) receiving traditional teacher-centered instruction. Reading comprehension (IELTS Academic Reading Test), self-regulated learning strategies (Tse et al.), and reading self-efficacy (RSEQ, adapted from Ghezlou et al.) were assessed using pre- and post-tests. Semi-structured interviews with 12 experimental participants provided qualitative insights. Quantitative results showed significantly greater gains for the experimental group across all outcomes. Qualitative analysis yielded five themes—enhanced engagement, deeper comprehension, increased autonomy, adaptive coping, and heightened metacognitive awareness—clarifying how flipped instruction fostered mastery experiences, vicarious learning, and strategic self-regulation. Overall, the findings demonstrate that flipped reading instruction substantially strengthens EFL learners’ proficiency, confidence, and independent learning skills.

Keywords

Main Subjects

Discourse Analysis and Pragmatics

References

^References

^{Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295–304.}^{https://doi.org/10.13140/RG.2.2.10999.83364}

^{Abdullah, M. Y., Hussin, S., Hammad, Z. M., & Ismail, K. (2020). Exploring the effects of flipped classroom model implementation on EFL learners’ self-confidence in English speaking performance. In Recent advances in intelligent systems and smart applications (pp. 223–241). Cham: Springer International Publishing.}^{https://doi.org/10.1007/978-3-030-39825-5_11}

^{Ahmed, A. A. A., Kumar, T., Iksan, M., Subrahmanyam, S., Kokhichko, A. N., Hussein Ali, M., … & Sadat Mousavi, M. (2022). Comparing the effectiveness of massive open online course (MOOC) and flipped instruction on EFL learners’ reading comprehension. Education Research International, 2022(1), 6543920.}^{https://doi.org/10.1155/2022/6543920}

^{Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775–797.}^{https://doi.org/10.17263/jlls.759300}

^{Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283.}^{https://doi.org/10.1016/j.compedu.2018.09.013}

^{Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228.}^{https://doi.org/10.1177/1362168820933190}

^{Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.}^{https://doi.org/10.1037/0033-295X.84.2.191}

^{Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.}

^{Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.}

^{Bataineh, R., & Al-Sakal, R. (2021). To flip or not to flip: Potential effects on EFL reading comprehension: To flip or not to flip. International Journal of Curriculum and Instruction, 13(2), 1091–1108.}

^{Bergmann, J. (2015). Flipped learning for science instruction. ISTE.}

^{Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.}

^{Bi, J., Bigdeli, H., & Izadpanah, S. (2023). The effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level. Education and Information Technologies, 28(9), 11589–11613.}^{https://doi.org/10.1007/s10639-023-11655-2}

^{Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 2013 ASEE Annual Conference & Exposition, Indianapolis, Indiana.}^{https://doi.org/10.18260/1-2--22585}

^{Bollitore, J. M. (2013). The flipped classroom approach for high school mathematics instruction [Master's thesis, University of Rhode Island]. ProQuest LLC.}

^{Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.}^{https://doi.org/10.4159/harvard.9780674865501}

^{Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21.}^{https://doi.org/10.1080/09588221.2015.1111910}

^{Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68.}^{https://doi.org/10.1111/bjet.12530}

^{Clark, C. (2015). The flipped classroom: An effective way to improve learning for middle school students? [Master's thesis, University of Wisconsin-Stout].}

^{Cengiz, B. C., & Ataş, A. H. (2025). Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom. Computer Assisted Language Learning, 38(4), 951–986.}^{https://doi.org/10.1080/09588221.2024.2342869}

^{Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems course. Educational Technology Research and Development, 61(5), 717–734.}^{https://doi.org/10.1007/s11423-013-9305-6}

^{Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.}^{https://doi.org/10.1007/978-1-4899-2271-7}

^{Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.}^{https://doi.org/10.1207/S15327965PLI1104_01}

^{Eassavi Dizajtekie,. Majid Nematti (2025). “The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes”. Journal of Linguistic Studies: Theory and Practice, Year (Vol.), …-….. © The Author(s). Publisher: University of Kurdistan.}

^{DOI: 10.22034/jls.2025.144177.1289}

^{Doo, M. Y., & Bonk, C. J. (2020). The effects of self‐efficacy, self‐regulation and social presence on learning engagement in a large university class using flipped learning. Journal of Computer Assisted Learning, 36(6), 997–1010.}^{https://doi.org/10.1111/jcal.12455}

^{Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.}^{https://doi.org/10.1017/CBO9780511667343}

^{Fan, X. (2022). The development of EFL learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology, 13, 1001283.}^{https://doi.org/10.3389/fpsyg.2022.1001283}

^{Fathi, J., & Barkhoda, J. (2021). Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy. Journal of Foreign Language Research, 11(3), 435–452.}^{https://doi.org/10.22059/jflr.2021.322734.856}

^{Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668–1706.}^{https://doi.org/10.1080/09588221.2020.1825097}

^{Fathi, J., Naghshbandi, Z., & Mohamadi, P. (2021). The effect of a flipped writing classroom on writing performance and writing self-regulation of Iranian EFL learners. Language Related Research, 12(4), 627–659.}^{https://doi.org/10.29252/LRR.12.4.21}

^{Ferreri, S. P., & O'Connor, M. G. (2013). Flipped classroom approach: Effects on student evaluations and grade. American Journal of Pharmaceutical Education, 77(10), 215.}^{https://doi.org/10.5688/ajpe7710215}

^{Fisher, R., Tran, Q., & Verezub, E. (2024). Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: A literature review. Innovation in Language Learning and Teaching, 18(4), 332–351.}^{https://doi.org/10.1080/17501229.2024.2302984}

^{Forsey, H., Low, M., & Jin, D. (2013). An investigation of the flipped classroom in tertiary computer science education. Paper presented at the 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT).}

^{Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with Technology, 39(8), 12–17.}

^{Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375–406.}^{https://doi.org/10.2307/3586977}

^{Hadwin, A. F., & Oshige, M. (2011). Self-regulation, co-regulation, and socially shared regulation: Exploring new frontiers in social metacognition. Metacognition and Learning, 6(1), 1–14.}^{https://doi.org/10.1007/s11409-010-9068-2}

^{Han, W., & Hamzah, M. (2024). Research on the influence of flipped classroom on self-efficacy in English language learning of Chinese higher vocational college students. Discover Education, 3(1), 11.}^{https://doi.org/10.1007/s44217-024-00097-8}

^{Hao, X., & Fang, F. (2024). Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes. Asia Pacific Journal of Education, 1–16.}^{https://doi.org/10.1080/02188791.2024.2414051}

^{Hashemifardnia, F., Namaziandost, E., & Shafiee, S. (2018). The effect of self-regulation instruction on EFL learners’ reading comprehension. Journal of Language Teaching and Research, 9(3), 565–571.}^{https://doi.org/10.17507/jltr.0903.15}

^{Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.}^{https://doi.org/10.1111/j.1540-4781.1986.tb05256.x}

^{Hosseini, H. M., Ejtehadi, A., & Hosseini, M. M. (2020). Flipping microlearning-based EFL classroom to enhance learners' self-regulation. Language Teaching Research Quarterly, 20, 43–59.}^{https://doi.org/10.32038/ltrq.2020.20.03}

^{Hsiao, I. C. V., Hung, S. T. A., & Huang, H. T. D. (2023). The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ self-efficacy, study process, and learning performances. Journal of Research on Technology in Education, 55(3), 507–526.}^{https://doi.org/10.1080/15391523.2021.1976329}

^{Huang, F., Ge, X., Li, Y., & Tang, Z. (2025). Unveiling unwillingness to communicate among EFL learners in flipped learning: An ecological perspective. Innovation in Language Learning and Teaching, 1–15.}^{https://doi.org/10.1080/17501229.2025.2458638}

^{Jiang, L., Zang, N., Zhou, N., & Cao, H. (2022). English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning, 35(8), 1890–1919.}^{https://doi.org/10.1080/09588221.2020.1846566}

^{Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2022). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–1249.}^{https://doi.org/10.1080/09588221.2020.1789171}

^{Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142.}^{https://doi.org/10.1016/j.lindif.2015.01.016}

^{Kintsch, W. (2012). The construction of meaning. Cambridge University Press.}

^{Kintsch, W., & van Dijk, T. A. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85(5), 363–394.}^{https://doi.org/10.1037/0033-295X.85.5.363}

^{Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140.}^{https://doi.org/10.1016/j.compedu.2016.05.006}

^{Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84.}^{https://doi.org/10.1002/tesq.372}

^{Limniou, M., Schermbrucker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: The student perspective. Education and Information Technologies, 23(2), 797–817.}^{https://doi.org/10.1007/s10639-017-9636-8}

^{Liu, G. Z., Rahimi, M., & Fathi, J. (2022). Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: A mixed‐methods study. Journal of Computer Assisted Learning, 38(6), 1730–1751.}^{https://doi.org/10.1111/jcal.12707}

^{Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(3), 793–811.}^{https://doi.org/10.1007/s11423-018-9578-x}

^{Mahmoudabadi, Z. (2024). Teaching English collocations to Iranian language learners using flipped and non-flipped classes: Does it make a difference?. Journal of Linguistic Studies: Theory and Practice, 4(4), 107-128.}

^{McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An examination of the flipped classroom approach on college student academic involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42–55.}

^{Melby-Lervåg, M., & Lervåg, A. (2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first-and second-language learners. Psychological Bulletin, 140(2), 409–431.}^{https://doi.org/10.1037/a0033890}

^{Mohammaddokht, F., & Fathi, J. (2022). An investigation of flipping an English reading course: Focus on reading gains and anxiety. Education Research International, 2022(1), 2262983.}^{https://doi.org/10.1155/2022/2262983}

^{Moradi khazaee, Z. , Dowlatabadi, H. R. , Amerian, M. and Fathi, J. (2020). The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation. Teaching English as a Second Language Quarterly, 39(3.2), 35-65. https://doi.org/10.22099/jtls.2021.38564.2900}

^{Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(5), 4041–4055.}^{https://doi.org/10.1007/s10639-020-10167-7}

^{Nasri, M., & Biria, R. (2017). The effect of critical thinking instruction on EFL learners’ reading comprehension and critical thinking skills. Journal of English Language Teaching and Learning, 9(19), 237–266.}

^{Nassaji, H. (2002). Schema theory and knowledge‐based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439–481.}^{https://doi.org/10.1111/0023-8333.00189}

^{Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.}^{https://doi.org/10.4324/9781315719146}

^{Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 2.}^{https://doi.org/10.1186/s40561-021-00146-x}

^{Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.}^{https://doi.org/10.3102/00346543066004543}

^{Park, S., & Kim, N. H. (2022). University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development, 46(1/2), 22–40.}^{https://doi.org/10.1108/EJTD-08-2020-0129}

^{Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.}^{https://doi.org/10.1016/B978-012109890-2/50043-3}

^{Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.}^{https://doi.org/10.1037/0022-0663.82.1.33}

^{Rahmani, P., Zoghi, M., & Davatgari Asl, H. (2025). Ongoing application of peer and self-Assessment: A mixed-Methods study. Linguistic Studies: Theory and Practice.}

^{Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60–73.}^{https://doi.org/10.5539/elt.v5n11p60}

^{Razavi, S. N. & Salehi, H. (2023). “The Effect of an Online Learning Group Program on Learning Motivation of English as a Foreign Language Among Iranian University Students”. Journal of Linguistic Studies: Theory and Practice, 1 (1), 171-190.}

^{https://doi.org/10.22034/jls.2023.61114}

^{Rezaeyan, M., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2025). Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: A mixed methods study. Computer Assisted Language Learning, 1–30.}

^{https://doi.org/10.1080/09588221.2025.2476549}

^{Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 33–58). Lawrence Erlbaum Associates.}^{https://doi.org/10.4324/9781315107493-4}

^{Samadi, F., Jafarigohar, M., Saeedi, M., Ganji, M., & Khodabandeh, F. (2024). Impact of flipped classroom on EFL learners’ self-regulated learning and higher-order thinking skills during the Covid19 pandemic. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 24.}^{https://doi.org/10.1186/s40862-023-00246-w}

^{Samaila, K., Tsong, C. K., Masood, M., & Bervell, B. (2024). Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy. Journal of Digital Educational Technology, 4(1), ep2410.}^{https://doi.org/10.30935/jdet/14422}

^{Samiei, F., & Ebadi, S. (2021a). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1), 12.}^{https://doi.org/10.1186/s41039-021-00157-9}

^{Samiei, F., & Ebadi, S. (2021b). The impact of dynamic assessment on EFL learners’ reading comprehension and critical thinking. Journal of Applied Linguistics and Language Research, 8(1), 143–158.}

^{Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127–139.}^{https://doi.org/10.12973/eu-jer.11.1.127}

^{Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231.}^{https://doi.org/10.1080/00461520.1991.9653133}

^{Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). Academic Press.}^{https://doi.org/10.1016/B978-012109890-2/50048-2}

^{Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge.}

^{https://doi.org/10.4324/9780203879498}

^{Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-efficacy development. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 201–238). Plenum.}

^{Schunk, D. H., & Zimmerman, B. J. (2012). Self‐regulation and learning. Handbook of Psychology, 7, 1–25.}^{https://doi.org/10.1002/9781118133880.hop207003}

^{Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69(3), 1355–1386.}^{https://doi.org/10.1007/s11423-021-09996-1}

^{Snyder, S. S., Smith, J., & Fry, J. (2014). Flip or flop: The challenges and opportunities of a flipped classroom in a public health setting. Journal of Public Health Management and Practice, 20(6), 664–666.}^{https://doi.org/10.1097/PHH.0000000000000152}

^{Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713–729.}^{https://doi.org/10.1111/bjet.12444}

^{Sun, Y., Zhao, X., Li, X., & Yu, F. (2023). Effectiveness of the flipped classroom on self-efficacy among students: A meta-analysis. Cogent Education, 10(2), 2287886.}

^{https://doi.org/10.1080/2331186X.2023.2287886}

^{Sweller, J. (1988). Cognitive load theory. Educational Psychologist, 23(3), 257–285.}^{https://doi.org/10.1207/s15326985ep2303_1}

^{Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.}^{https://doi.org/10.1016/0959-4752(94)90003-5}

^{Sweller, J., Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296.}

^{https://doi.org/10.1023/A:1022193728205}

^{Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.}

^{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}

^{van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.}

^{Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268–1292.}

^{https://doi.org/10.1177/1362168820981403}

^{Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.}

^{Wang, C., & Sun, T. (2020). Relationship between self-efficacy and language proficiency: A meta-analysis. System, 95, 102366.}^{https://doi.org/10.1016/j.system.2020.102366}

^{Wang, Y. (2023). Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: A comparative study. Frontiers in Psychology, 14, 1255389.}^{https://doi.org/10.3389/fpsyg.2023.1255389}

^{Yee, A. L. (2010). Reading comprehension strategies for English language learners. ProQuest LLC.}

^{Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.}^{https://doi.org/10.1037/0022-0663.81.3.329}

^{Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.}^{https://doi.org/10.1016/B978-012109890-2/50031-7}

^{Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.}^{https://doi.org/10.1207/s15430421tip4102_2}

Exploring the Effect of Flipped Reading Instruction on Reading Performance, Reading Self-Efficacy, and Reading Self-Regulation in EFL Learners: A Mixed Methods Study

References

Articles in Press, Accepted Manuscript
Available Online from 18 May 2026

Files

History

Share

How to cite

Statistics

Exploring the Effect of Flipped Reading Instruction on Reading Performance, Reading Self-Efficacy, and Reading Self-Regulation in EFL Learners: A Mixed Methods Study

References

Articles in Press, Accepted Manuscript Available Online from 18 May 2026

Files

History

Share

How to cite

Statistics

Articles in Press, Accepted Manuscript
Available Online from 18 May 2026