Relationship Between Flipped Learning and Creative Reading Skills Among Arabic Language Teachers in the United Arab Emirates

This study examined the relationship between Flipped Learning and creative reading skills among Arabic language teachers in the United Arab Emirates (UAE). Using a descriptive-analytical design, a 62-item questionnaire was administered to a random sample of 146 teachers. The results indicated that the perceived implementation of Flipped Learning was high (M = 4.36, SD = 0.79), while the overall level of creative reading skills was also high (M = 4.34, SD = 0.58). Among the four dimensions of creative reading, elaboration ranked first (M = 4.35), followed by flexibility (M = 4.34), originality (M = 4.34), and fluency (M = 4.32). A strong, statistically significant positive correlation was found between Flipped Learning and creative reading skills (r = 0.867, p ≤ 0.05), indicating a robust association rather than a causal relationship. These results suggest that greater engagement with Flipped Learning strategies is associated with higher levels of creative reading competencies. The study recommends integrating Flipped Learning into Arabic language teaching practices and teacher evaluation systems, and providing professional development programmes to enhance teachers’ capacity to foster creativity and critical literacy within the UAE educational system.

• Publication year

  2026

• Venue

  Journal of Language Teaching and Research

• Publication date

  2026-03-02

• Fields of study

  Not labeled

• Identifiers
  DOI 10.17507/jltr.1702.07
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• A Study on the Impact of Flipped Classroom Strategy on Improving Reading Comprehension among Primary School Pupils

  2024influential reference
• The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

  2024cited by this paper
• Bloom’s Taxonomy

  2020cited by this paper
• The polarizing effect of the online flipped classroom

  2020cited by this paper
• The Uniqueness of Flipped Learning Approach

  2020cited by this paper
• Integrating Creativity and Reading: A Functional Approach

  2019cited by this paper
• Designing and Conducting Mixed Methods Research, 3rd ed.

  2018cited by this paper
• To Understand Is To Invent The Future Of Education

  2016influential reference
• Toward A Theory Of Instruction

  2016cited by this paper
• Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

  2015cited by this paper
• The Flipped Classroom: A Survey of the Research

  2013cited by this paper
• The Torrance Tests of Creative Thinking

  2012cited by this paper
• Common method biases in behavioral research: a critical review of the literature and recommended remedies.

  2003cited by this paper
• A Revision of Bloom's Taxonomy: An Overview

  2002cited by this paper
• A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives

  2000influential reference
• Knowledge and Teaching: Foundations of the New Reform

  1987cited by this paper
• Those Who Understand: Knowledge Growth in Teaching

  1986cited by this paper
• SYNTHESIS OF RESEARCH ON CRITICAL THINKING

  1985cited by this paper
• Applied statistics for the behavioral sciences

  1979influential reference
• The Reader, the Text, the Poem: The Transactional Theory of the Literary Work

  1979cited by this paper
• Science of education and the psychology of the child

  1970cited by this paper
• Taxonomy of Educational Objectives: The Classification of Educational Goals.

  1969cited by this paper
• The act of discovery.

  1961cited by this paper

• No citing papers are available for this paper.