Abstract
In this research, the aim is to integrate the flipped classroom model into reading strategy instruction and to determine the effects of the flipped classroom model on the frequency of learners’ reading strategy use and learners’ attitudes towards flipped classroom. This study was conducted with 20 elementary-level learners in the 7th grade at a secondary school inVan, Turkey. The data were collected through both quantitative and qualitative data collection instruments. Reading Strategy Questionnaire was implemented to examine the level of learners’ reading strategy use before and after the treatment. It was found in the analysis of Paired Samples t-test that there was a marked increase in the level of learners’ readingstrategy use after the instruction. An attitude interview and weekly reflections were employed to disclose the attitudes of learners towards flipped classroom. The findings demonstrate that the 7th grade learners hold positive attitudes towards flipped classroom.
Key words: Reading strategies, reading strategy use, reading strategy instruction, literary texts, flipped classroom