Despite growing interest in flipped classroom instruction, limited research has examined its impact on specific reading subskills—particularly reading for main ideas, reading for detail, and understanding vocabulary in context—among Chinese EFL students. This study addresses this gap by investigating the effects of the flipped classroom approach on these subskills and exploring students’ learning experiences. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 80 Chinese EFL university students (40 experimental, 40 control) using a pre-test/post-test reading comprehension measure, while qualitative data were obtained through semi-structured interviews with 12 participants. The 10-week intervention integrated pre-class online learning, in-class interactive activities, and post-class reinforcement. Quantitative data were analysed using ANCOVA, while thematic analysis was used to analyse qualitative data. The findings showed that the flipped classroom significantly improved overall reading comprehension, with the strongest gains in vocabulary in context, followed by reading for detail, and smaller improvements in identifying main ideas. Students reported generally positive experiences, highlighting increased interaction, autonomy, and engagement, alongside challenges related to workload and adaptation. Overall, the findings suggest that flipped instruction can effectively support EFL reading development when supported by structured design and appropriate scaffolding.
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