Review Article

A bibliometric review of flipped classroom approaches for enhanced students’ language learning

Liu Dan 1 * , Hasnah Binti Mohamed 1
More Detail
1 University of Technology Malaysia, Johor Bahru, MALAYSIA* Corresponding Author
Contemporary Educational Technology, 16(4), October 2024, ep526, https://doi.org/10.30935/cedtech/15012
Published Online: 31 August 2024, Published: 01 October 2024
OPEN ACCESS   794 Views   505 Downloads
Download Full Text (PDF)

ABSTRACT

The widespread use of contemporary flipped classrooms for teaching, especially in language learning, provides new insights. Flipped classrooms are two important aspects of language learning that produce impactful outcomes and understanding. It is essential that these processes be used to strengthen the system of language learning. We used PRISMA statement templates for bibliometric analysis. The analysis is based on publications from 2014 to 2023. We examined and analyzed 309 databases from Scopus to gain insights into flipped classrooms and language learning. Concurrently, distinct inclusion and exclusion standards were applied for the screening process. Through a bibliometric analysis, we have determined the distribution of publications on the impact of flipped classrooms on language learning between 2014 and 2023. Additionally, we have identified the most significant journals and authors, the prominent countries engaged, the primary research keywords, and the key subject areas explored. This study illustrates trends and suggestions for flipped classroom and language learning. Suggestions are also made to improve students’ academic performance by making full use of the effects of flipped classroom on language learning.
Keywords: flipped classroom, flipped learning, language learning, bibliometric analysis

CITATION (APA)

Dan, L., & Mohamed, H. B. (2024). A bibliometric review of flipped classroom approaches for enhanced students’ language learning. Contemporary Educational Technology, 16(4), ep526. https://doi.org/10.30935/cedtech/15012

REFERENCES

  1. Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017–1051. https://doi.org/10.1007/s11423-019-09718-8
  2. Bicen, H., & Beheshti, M. (2022). Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498–526. https://doi.org/10.1080/10494820.2019.1666285
  3. Cevikbas, M., & Kaiser, G. (2022). Promoting personalized learning in flipped classrooms: A systematic review study. Sustainability, 14(18), Article 11393. https://doi.org/10.3390/su141811393
  4. Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
  5. Debbağ, M., & Yıldız, S. (2021). Effect of the flipped classroom model on academic achievement and motivation in teacher education. Education and Information Technologies, 26(3), 3057–3076. https://doi.org/10.1007/s10639-020-10395-x
  6. Goksu, D. Y., & Duran, V. (2020). Flipped classroom model in the context of distant training. In Research highlights in education and science (pp. 104–127). ISRES Publishing.
  7. Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, Article 129318. https://doi.org/10.1016/j.jclepro.2021.129318
  8. Hu, H., Xue, W., Jiang, P., & Li, Y. (2022). Bibliometric analysis for ocean renewable energy: An comprehensive review for hotspots, frontiers, and emerging trends. Renewable and Sustainable Energy Reviews, 167, Article 112739. https://doi.org/10.1016/j.rser.2022.112739
  9. Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
  10. Jeong, K. O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), Article 2894. https://doi.org/10.3390/su14052894
  11. Kantamas, K. (2023). Assessment of a flipped classroom: An innovative method of teaching English for EFL undergraduate students in Thailand. World Journal of English Language, 13(7), 467–472. https://doi.org/10.5430/wjel.v13n7p467
  12. Khasawneh, M. A. S. (2023). The effectiveness of the flipped classroom strategy in developing the critical thinking skills of secondary school students in Abha Governorate. Journal of Namibian Studies: History Politics Culture, 35, 2143–2169. https://doi.org/10.32744/pse.2023.6.6
  13. Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/flan.12260
  14. Kostaras, V. (2017). Bachelor’s level flipped classroom a literature review on the benefits and drawbacks of the reversed classroom. https://www.semanticscholar.org/paper/Bachelor-%E2%80%99-s-Level-Flipped-Classroom-A-Literature-Kostaras/b979484943115b15e417a4eff74d66ebecc35124
  15. Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
  16. Li, F. (2022). The impact of the flipped classroom teaching model on EFL learners’ language learning: Positive changes in learning attitudes, perceptions and performance. World Journal of English Language, 12(5), 136–147. https://doi.org/10.5430/wjel.v12n5p136
  17. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, Article 4. https://doi.org/10.1186/s41039-016-0044-2
  18. Martins, J., Gonçalves, R., & Branco, F. (2022). A bibliometric analysis and visualization of e-learning adoption using VOSviewer. Universal Access in the Information Society. https://doi.org/10.1007/s10209-022-00953-0
  19. McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24–37. https://doi.org/10.1080/07380569.2016.1137734
  20. Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J., Hrobjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., ..., & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, Article n160. https://doi.org/10.31222/osf.io/gwdhk
  21. Paul, J., & Barari, M. (2022). Meta-analysis and traditional systematic literature reviews—What, why, when, where, and how? Psychology & Marketing, 39(6), 1099–1115. https://doi.org/10.1002/mar.21657
  22. Shen, D., & Chang, C. S. (2023). Implementation of the flipped classroom approach for promoting college students’ deeper learning. Educational Technology Research and Development, 71(3), 1323–1347. https://doi.org/10.1007/s11423-023-10186-4
  23. SivaKumar, A. (2023). Augmenting the flipped classroom experience by integrating Revised Bloom’s Taxonomy: A faculty perspective. Review of Education, 11(1), Article e3388. https://doi.org/10.1002/rev3.3388
  24. Tripathy, P., Jena, P. K., & Mishra, B. R. (2024). Systematic literature review and bibliometric analysis of energy efficiency. Renewable and Sustainable Energy Reviews, 200, Article 114583. https://doi.org/10.1016/j.rser.2024.114583
  25. Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
  26. Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268–1292. https://doi.org/10.1177/1362168820981403
  27. Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692
  28. Yeşilçınar, S. (2019). Using the flipped classroom to enhance adult EFL learners’ speaking skills. Pasaa, 58(1), 206–234. https://doi.org/10.58837/chula.pasaa.58.1.8