Flipped Classroom Method to Improve Reading Comprehension in Secondary Education

Abstract

This study examines how the Flipped Classroom method enhances reading comprehension among secondary school students. It also investigates the perceptions of pre-service and early-career English teachers regarding the implementation of flipped learning in reading lessons. Grounded in constructivist and blended-learning principles, the flipped model allows students to interact with reading materials before class and engage in deeper comprehension activities during classroom time. A mixed-methods design was implemented, combining quantitative and qualitative data. Sixty-three participants were involved, including 45 pre-service teachers and 18 early-career teachers from pedagogical universities and secondary schools in Kazakhstan. Data were collected through an online questionnaire and analyzed using descriptive statistics and content analysis. The findings show that most respondents perceive the flipped classroom as an effective instructional approach that increases engagement, critical thinking, and reading comprehension. The study highlights the need for digital resources, teacher training, and institutional support to ensure successful application.