Author:
Zhao Jun,Bin Zainol Abidin Mohamad Jafre
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.
Publisher
Fayrel Management Services
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