The effect of the flipped classroom method on EFL students’ reading anxiety and reading comprehension in a Vietnamese university context

With a quasi-experimental research design, Tran (2024) found that the flipped classroom method significantly improved English as a foreign language (EFL) students’ reading comprehension skills. Students had positive perceptions of this method, stating increased learning motivation, engagement, autonomy, satisfaction, and effectiveness. Focus-group discussions indicated reduced reading anxiety due to enhanced reading comprehension and intrinsic motivation. The study contributes to the literature and the development of a flipped classroom framework based on Flipped Learning, Cognitive Load Theory, and Self-Determination Theory for teaching EFL reading comprehension in higher education in Vietnam and other similar settings.