Improving EFL Students’ Reading Experience Through Task-Based Flipped Classroom

Abstract

This present study improved the effect of flipped classroom that constructed by Task-Based

Language Teaching to create communicative class in EFL reading course through a quasi- experimental research design. The study is contextualized in teaching English as a foreign language through the Flipped Classroom model. There were 179 participants of sophomore pre-service EFL students, whose determined in B1 level of CEFR. The students had never experienced FC learning model to predict the needs of students’ reading course. T-test and one-way repeated measures ANOVA were used to analyze the quantitative data. The result showed that tasks of TBFC effectively developed the students’ reading comprehension skills. The tasks influenced the students’ positive attitudes towards TBFC. The result showed that following processes in TBFC in Moodle was effective to improve students’ communication and cognitive through tasks. The use of learning management systems is not only improving students' activity to enrich his reading skill, but also helping in constructing students' learning experience for maintaining the understanding of the nature of reading comprehension through various tasks. The result showed that following processes in pre-class and in-class in Moodle had improved the reading skills especially in reading course.

Keywords: EFL, Reading Experience, Task-Based, Flipped Classroom.