Innovative Approaches in Teaching Reading: The Flipped Classroom Model for EFL Students in China

Authors

  • Jun Zhao City University, Kuala Lumpur, Malaysia
  • Mohamad Jafre Bin Zainol Abidin City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i07.245

Keywords:

flipped classroom model, EFL students

Abstract

This paper investigates the innovative application of the Flipped Classroom Model in teaching reading to EFL (English as a Foreign Language) students in China. By examining current literature and theoretical frameworks, the study explores how the flipped classroom approach can address the unique challenges faced by Chinese EFL students in developing reading proficiency. It hypothesizes that this model, by promoting active learning and student engagement, can significantly enhance reading skills. The paper discusses potential implications for theory, practice, and future research, highlighting the need for customized interventions and longitudinal studies to understand the long-term benefits. Additionally, it identifies research gaps in cultural influences, interdisciplinary approaches, and the integration of emerging technologies, providing a roadmap for future investigations in this field.

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Published

2024-07-31

How to Cite

Zhao, J., & Bin Zainol Abidin, M. J. (2024). Innovative Approaches in Teaching Reading: The Flipped Classroom Model for EFL Students in China. Journal of Digitainability, Realism & Mastery (DREAM), 3(07), 1–15. https://doi.org/10.56982/dream.v3i07.245