الفهرس 
Chapter I The Problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
This study aimed at investigating the use of the flipped learning strategy to develop Faculty of Education English majors’ critical reading and writing skills. For achieving that aim, the researcher adopted the quasi-experimental design. Sixty learners were randomly divided into two equal groups: a treatment group and a control one. The treatment group was taught using the flipped learning strategy while the control one received regular instruction. The instruments of the study included two needs assessment questionnaires of critical reading and writing , in addition to a critical reading test and a critical writing test. Equality between the treatment and control groups on the dependent variables was ensured by comparing the means of scores using ‘t-test’. After implementing the flipped learning strategy, post-testing was undertaken and the data obtained were analyzed using both” t-test” and the effect size. The findings showed that the treatment group significantly surpassed the control one in the post-performance of the critical reading and writing tests. It was concluded that using flipped learning strategy was effective in improving third year English majors’ critical reading and writing skills. Recommendations and suggestions for further research are presented.