The Effectiveness of Using the Flipped Classroom in Teaching English Language to Develop Reading Comprehension among First Intermediate Class Female Students

The current study aims to reveal the effectiveness of using the Flipped classroom in teaching English to develop reading comprehension among First-grade students at Al- Hariri intermediate school for girls (experimental group), by comparing it with the tradition method of teaching in Al Zubaida intermediate school for girls (control group) in Nineveh governorate. The study adopted the semi-experimental approach on a sample consisting of (40) students, and the sample was randomly distributed divided into two groups of equal number. The students in the experimental group studied a group of English reading texts use the inverse classroom strategy, while the students of the control group studied the same texts in the traditional way. The present study prepares an achievement test to achieve the objectives of the study, from a multiple-choice type to measure the level of reading comprehension (literal, deductive, critical, and creative) of the two study groups. After applying the test on the two study groups (before and after), the results showed that there were statistically significant differences at the significance level (= 0.05) between the scores of the students of the two study groups on the reading comprehension test and on all skills, and for the benefit of the experimental group students who studied using the inverse classroom. The results also showed that the inverse classroom, as this strategy focuses on self-learning of students, and makes it the focus of learning, from the English language subject. The present study contributed to the development of reading comprehension skills among the students in the experimental group in the study recommended the use of the inverse classroom strategy in teaching the English language and its various skills, and in the various other stages of education