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The objective of this study was to implement and find guidelines for improving a Flipped Cooperative Classroom model in a reading comprehension course. The Flipped Cooperative Classroom model was developed in response to solving problems of low reading comprehension of university students as the results of their lack of reading strategies and low reading motivation. This model was adapted from pre-existing available models to suit the instructional goal. Major features which made the Flipped Cooperative Classroom model differ from other previous ones were the use of cooperative learning and the online learning management system. The model was implemented with a class of 32 English major students at Nakhon Ratchasima Rajabhat University. The implementation results were assessed by means of students’ pre- and post-test scores and students’ responses to learning experience questionnaires. The questionnaire contained a total of 36 items with the overall content validity of 0.76. Statistics used for data analysis included t-test, frequency, percentage, and mean. Open-ended responses were analyzed using content-analysis method. The results showed that the developed Flipped Cooperative Classroom model was rated at ‘Suitable’ level, and the students had positive opinions about learning with the Flipped Cooperative Classroom model, although pre-test and post-test scores were not significantly different. The study results suggested some modifications needed with some parts of the Flipped Cooperative Classroom model for better effectiveness.
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