Enhancing Foreign Language Reading Comprehension with a Peer Tutored Online Flipped Classroom Approach

Abstract

Aims: The focus of the study is to address the issue of reading difficulties among foreign language students. As peer tutors at the Writing Centre and as Bachelor of Arts students majoring in French language and translation, the researchers observed that most students faced some level of reading comprehension difficulties and are not able to truly benefit from the documents provided by their teachers. This research stems from the need to enhance reading comprehension for students of French as a foreign language. Study Design: The researchers involved as peer tutors implemented a flipped classroom approach with their junior learners. Three junior students received one-to-one peer online inverted classroom tutoring twice weekly aiming to improve the students’ reading comprehension skills The peer tutors implemented a flipped classroom pedagogy, introduced the students to skimming through reading strategies, provided personalized learning opportunities, and meaningful practice. Methodology: A qualitative research design was selected to answer the research questions. The data was collected through online observations, discussions, and one-to-one semi-structured interviews. Thematic coding was used for the data analysis. Results: Findings revealed that the flipped classroom approach contributed to develop the students’ reading competence. Being able to deduct the context, and to identify the words which they needed to understand made the text accessible which in turn gave the students confidence and motivation. The flipped classroom became an enjoyable reading routine where students felt proficient because they were not solely reading to learn the language but to acquire knowledge and develop their interests. Moreover, learning French was no longer about passively attending lessons, but about actively reading, practicing. Conclusion: In the current global educational context, traditional learning is challenged by different approaches better suited to respond to sudden shifts to online learning. It is anticipated that the findings of this study will benefit instructors and students in similar contexts facing reading issues.