الفهرس 
Chapter 1: Problem and Its ContextOnly 14 pages are availabe for public view
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Abstract
This research aimed to investigate the effectiveness of flipped classroom
approach in developing EFL reading and writing skills among 2nd year
prep school pupils. For this purpose, two intact groups were selected
randomly and assigned to an experimental group and a control one, thirty
pupils in each group, from Al Fadle Ibn Al Abas Preparatory School
(Egyptian Section) in Makkaha Al Mukrama , Kingdom of Saudi Arabia
during the first term 2018-2019. The researcher used a quasi- experimental
design. The researcher prepared 29 short videos to be downloaded
/forwarded to the experimental group, whereas the control group received
regular instruction. The researcher prepared EFL reading and writing
checklist and an EFL reading and writing test. Pupils in both groups were
pre-tested using the EFL reading and writing test. After that, the researcher
used the flipped classroom approach for teaching the experimental group,
while the control group received regular instruction. Finally, the same EFL
reading and writing test was post-tested on both groups. The data obtained
were statistically analyzed. Findings indicated that the experimental group
exceeded the control group in EFL reading and writing post test. Thus, the
flipped classroom approach proved to have a large effectiveness in
developing second year prep school pupils’ reading and writing skills.