A Strategy Based on the Flipped Learning Model to Develop Reading Comprehension and Self-Regulated Learning Skills among EFL General Diploma in Education Students

Abdelhalim, S. (2017). Developing EFL students’ reading comprehension and reading engagement: effects of a proposed instructional strategy. Theory and Practice in Language Studies, 7 (1), 37-48.

Abdelhalim, S. (2018). An integrative strategy based on incorporating flipped model of instruction and self-reflection practices to enhance EFL students’ listening comprehension and self-regulated learning. Studies in Curriculum and Instruction Journal, 30 (1), 1-28. https://tadresmisr.com/magazine.php?page Num rs magazine=3 & total Rows rs magazine=178.

Afrilyasanti. R., Cahyono B.Y. & Astuti U.P. (2017). Indonesian EFL students’ perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research,    8 (3), 476-484.

Ahmad, S.Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9 (9), 166-175. https://doi.org/10.5539/elt.v9n9p166.

Alhamami, M. & Khan M.R. (2019). Effectiveness of flipped language learning classrooms and students’ perspectives. Journal on English as a Foreign Language, 9 (1). 71-86.

Al-Naabi I.S. (2020). Is it worth flipping? the impact of flipped classroom on EFL students’ grammar. English Language Teaching, 13 (6), 64-75.

Alsowat H. (2016). An EFL flipped classroom teaching model: effects on English Language high-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7 (9). 108-121.

Booth W., Colomb G., Williams J., Bizup J. & Fitzgerald W. (2016). The Craft of Research, fourth edition. Chicago, U.K.: The University of Chicago Press.

Braiek M.S. & Onaiba A.E. (2018). The effect of using flipped classroom model on Libyan university students’ English learning. Faculty of Arts Journal, 12 (11), 64-84. https://doi.org/10.36602/faj.2018.n12.11

Cakiroglu U. & Ozturk M. (2020). Cultivating self-regulated learning in flipped EFL courses: a model for course design. European Journal of Open, Distance and e-Learning, 23 (2), 20-36.

El-Wakeel A. & El-Mofty M. (2016). The Curriculum Concepts, Elements, Bases, and Organizations. (3^rd ed.). Cairo, Egypt: The Egyptian Anglo Library.

Farahani F. (2018). The effect of neuro-linguistic programming on reading comprehension in English for specific purposes courses. International Journal of Education & Literature Studies, 6 (1), 79-85.

Ibnian, S.S. (2018). The effect of using the flipped learning strategy on developing university students’ reading comprehension in EFL and their attitudes towards the strategy. Al-Manarah For Research and Studies, 25 (1), 437-458.

Jdaitawi M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12 (3), 665-680.

Karimi M. & Hamzavi R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: learners’ attitudes in focus. Advances in Language and Literary Studies, 8 (1), 95-103.

Khalil R.M.R. & Fahim S.S. (2016). Assessment as a learning tool in a flipped English Language classroom in higher education. Arab World English Journal, ISSN: 2229-9327, 4-19.

Kirmizi, F. (2010). Relationship between reading comprehension strategy use and daily free reading time. Procedia Social and Behavioral Sciences, 2 (2), 4752-4756.

Kong, S. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 8 (9), 16-31.

Milhem O.A.B & Smadi T.A. (2021). Undergraduates attitudes towards adopting a flipped learning approach in Jordanian universities: empirical study. International Journal of Higher Education, 10 (3), 202-210.

Mohammadi J., Barati H. & Youhanaee M. (2019). The effectiveness of using flipped classroom model on Iranian EFL learners’ English achievements and their willingness to communicate. English Language Teaching, 12 (5), 101-115.

Ning, H.K. & Downing, K. (2015). A latent profile analysis of university students’ self-regulated learning strategies. Studies in Higher Education, 40 (7), 1328-1346.

Ozturk M. & Cakiroglu U. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, https://doi.org/10.1186/s40561-021-00146-x

Pintrich, P.R. (2000). The Role of Goal Orientation in Self-Regulated Learning, Washington, U.S.A.: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

Richards, J. (2015). Key Issues in Language Teaching, first edition. Cambridge, U.K.: Cambridge University Press.

Richards J.C. & Rodgers T.S. (2014). Approaches and Methods in Language Teaching, third edition. Cambridge, U.K.: Cambridge University Press.

Roohani, A. & Asiabani (2015). Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition. Journal of Language Studies, 15 (3), 31-49.

Samiei F. & Ebadi S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16 (12), 1-18, https://doi.org/10.1186/s41039-021-00157-9

Shehata H. & El-Nagar Z. (2014). Dictionary of Educational and Psychological Terms. (3^rd ed). Beirut Lebanon: Egyptian and Lebanese House.

Shih, H.C.J. & Huang. S.C. (2019). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33 (7), 755-784.

Sin S.L. & Siahpoosh H. (2020). Looking at the impact of the flipped classroom model on reading comprehension of Iranian EFL learners, Arabic Language, Literature & Culture, 5 (2), 14-22.

Unal, Z. & Unal A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10 (4), 145-164.

Voss, E. & Kostka I. (2019). Flipping Academic English Language Learning: Experiences from an American University. Boston, USA: Springer.

Wolters, C.A. (2011). Regulation and motivation: contextual and social aspects. Teachers College Record, 113 (2), 266-283.