Exploring Reading Needs in Mixed-Ability EFL Classrooms: A Mixed-Methods Basis for an Inclusive Mindfulness-Based Flipped Classroom Model

Abstract

This study explores reading-related needs and learning characteristics in mixed-ability EFL classrooms to provide an empirical foundation for the development of an inclusive Mindfulness-Based Flipped Learning model. A sequential explanatory mixed-methods needs-analysis method was used with 94 seventh-grade students in two public junior high schools. Questionnaire data were collected on reading needs, learner autonomy, critical thinking, and technology readiness. The qualitative phase involved 16 selected learners and three English teachers in interviews, classroom observations, and document analysis to contextualize and explain the quantitative findings. The findings revealed that students were generally positive in the degree of learner autonomy and technology readiness, but there were still some challenges in reading comprehension, vocabulary, higher order reading processes and confidence in autonomous learning. Qualitative findings further indicated that learners requiring greater support in vocabulary, interpreting texts, and engaging in higher-order reading processes, resulting in continued dependence on teacher guidance. The combined findings generated basic design ideas for an inclusive Mindfulness-Based Flipped Learning model, including pre-class vocabulary preparation, guided reading during class, structured critical-reading activities, gradual release of responsibility, and differentiated scaffolding.