Abstract
Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students' perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students' language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students' different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers' support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students' linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.