Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study

INTRODUCTION: This research investigates the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills and self-regulated learning among Chinese English learners. METHODS: A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (n = 24), flipped instruction (FI) group (n = 22), and online flipped instruction (OFI) group (n = 25). The participants’ reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants’ understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress. RESULTS: The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students. DISCUSSION: These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.