Decision-making in English academic reading within a flipped classroom approach : a case study of selected TESL pre-university students in Malaysia

Abstract

Academic reading remains a persistent global challenge, and Malaysia is no exception especially within the context of tertiary English education. English as a second language (ESL) learners, specifically students in pre-university programs, must navigate complex and challenging academic texts to engage critically and produce scholarly discourse. For Teaching English as a Second Language (TESL) preuniversity students, this challenge is compounded by linguistic limitations and the demand for higher-order metacognitive regulation. In response, the Flipped Classroom approach has been adopted as a learner-centered model that positions academic reading as an autonomous cognitive activity during preparatory stages. At the same time, various initiatives such as the Malaysia Education Blueprint 2015-2025, The National Reading Decade and the National Reading Index have emphasized the urgency of cultivating lifelong reading habits and higher-order literacy. Within this context, decision-making is recognized as one of the 21st-century core skills, and in this study, it is examined through the lens of metacognitive strategies which guide how TESL pre-university students identify, evaluate, and select credible information. This qualitative exploratory case study investigated the decision-making styles of nine TESL pre-university students within a Flipped Classroom approach at a Malaysian public university. Data was collected through semi-structured interviews, classroom observations, researcher’s field notes, and participants’ reflection logs, and analyzed thematically. Findings indicate that students predominantly adopted vigilant and hypervigilant decision-making styles. A key emergent insight was the role of artificial intelligence tools in augmenting students’ reading processes. These AI-augmented readers used digital tools to simplify complex texts, generate elaboration, and personalize information searches. The study contributes a preliminary framework of AI-augmented readers within the Flipped Classroom, offering practical implications to strengthen English academic reading, advancing metacognitive strategy use, and aligning higher education practices with Malaysia’s literacy and digital transformation goals.