Review Article

A systematic review of flipped classroom approaches in language learning

Pan Qi 1 2 * , Nurul Farhana Binti Jumaat 1 , Hassan Abuhassna 2 , Li Ting 1 3
More Detail
1 School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Johor Bahru, MALAYSIA2 School of Education, Sunway University, Bandar Sunway, 47500 Selangor Darul Ehsan, MALAYSIA3 School of Foreign Languages, Zao Zhuang University, Zao Zhuang, CHINA* Corresponding Author
Contemporary Educational Technology, 16(4), October 2024, ep529, https://doi.org/10.30935/cedtech/15146
Published Online: 10 September 2024, Published: 01 October 2024
OPEN ACCESS   1031 Views   683 Downloads
Download Full Text (PDF)

ABSTRACT

This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students’ perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.
Keywords: flipped classroom, language learning, systematic literature review, SLR

CITATION (APA)

Qi, P., Jumaat, N. F. B., Abuhassna, H., & Ting, L. (2024). A systematic review of flipped classroom approaches in language learning. Contemporary Educational Technology, 16(4), ep529. https://doi.org/10.30935/cedtech/15146

REFERENCES

  1. Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Investigating the effects of the flipped classroom model on Omani EFL learners’ motivation level in English speaking performance. Education and Information Technologies, 24, 2975–2995. https://doi.org/10.1007/s10639-019-09911-5
  2. Abuhassna, H., & Alnawajha, S. (2023a). Instructional design made easy! Instructional design models, categories, frameworks, educational context, and recommendations for future work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715–735. https://doi.org/10.3390/ejihpe13040054
  3. Abuhassna, H., & Alnawajha, S. (2023b). The transactional distance theory and distance learning contexts: Theory integration, research gaps, and future agenda. Education Sciences, 13(2), Article 112. https://doi.org/10.3390/educsci13020112
  4. Abuhassna, H., Adnan, M. A. B. M., & Awae, F. (2024). Exploring the synergy between instructional design models and learning theories: A systematic literature review. Contemporary Educational Technology, 16(2), Article ep499. https://doi.org/10.30935/cedtech/14289
  5. Afrilyasanti, R., Cahyono, B. Y., & Astuti, U. P. (2017). Indonesian EFL students’ perceptions on the implementation of flipped classroom model. Journal of Language Teaching and Research, 8(3), 476–484. https://doi.org/10.17507/jltr.0803.05
  6. Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), Article 1870801. https://doi.org/10.1080/2331186X.2020.1870801
  7. Akayoğlu, S. (2021). Teaching CALL to pre-service teachers of English in a flipped classroom. Technology, Knowledge and Learning, 26(1), 155–171. https://doi.org/10.1007/s10758-019-09428-3
  8. Alfaifi, A., & Saleem, M. (2022a). Flipped classroom and psycholinguistic factors: An evaluation. 3L: Southeast Asian Journal of English Language Studies, 28(1). https://doi.org/10.17576/3L-2022-2801-10
  9. Alfaifi, A., & Saleem, M. (2022b). The flip side of the flipped classroom model: A study of EFL learners’ hindrances. World Journal on Educational Technology: Current Issues, 14(5), 1384–1397. https://doi.org/10.18844/wjet.v14i5.8058
  10. Al-Jarrah, F. I. M., Ayasreh, M., Ahmad, F. B., & Mansour, O. (2021). The effect of using flipped learning strategy on the academic achievement of eighth grade students in Jordan. International Journal of Advanced Computer Science and Applications, 12(8). https://doi.org/10.1109/ICIT52682.2021.9491759
  11. Altas, E. A., & Mede, E. (2020). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66–88. https://doi.org/10.17718/tojde.849885
  12. Amini, M., Roohani, A., & Jafarpour, A. (2022). Effect of flipped learning on Iranian high school students’ L2 grammar achievement and their foreign language anxiety. Teaching English Language, 16(2), 169–201. https://doi.org/10.22132/TEL.2022.158977
  13. Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
  14. Anggoro, K. J., Sengsri, S., Kongmanus, K., & Patamadilok, S. (2023). An online English learning model integrating the flipped classroom, interactive response systems, and task-based language teaching: Design-based research. The Journal of Asia TEFL, 20(2), 425–435. https://doi.org/10.18823/asiatefl.2023.20.2.13.425
  15. Annamalai, N., Ong, Q., Leong, L.-M., & Mangaleswaran, S. (2021). Online flipped classroom in English language grammar learning during the COVID-19 pandemic. Asia Pacific Journal of Educators and Education, 36(2), 141–163. https://doi.org/10.21315/apjee2021.36.2.8
  16. Bi, J., Bigdeli, H., & Izadpanah, S. (2023). The effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level. Education and Information Technologies, 28(9), 11589–11613. https://doi.org/10.1007/s10639-023-11655-2
  17. Bin-Hady, W. R. A., & Hazaea, A. N. (2021). EFL students’ achievement and attitudes towards flipped pronunciation class: Correlational study. PSU Research Review, 6(3), 175–189. https://doi.org/10.1108/PRR-09-2020-0029
  18. Birová, L. (2019). Flipped classroom and its use in teaching English as a foreign language. Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, 49(5), 93–112. https://doi.org/10.30827/publicaciones.v49i5.15114
  19. Chang, M.-M., & Lan, S.-W. (2021). Flipping an EFL classroom with the LINE application: Students’ performance and perceptions. Journal of Computers in Education, 8(2), 267–287. https://doi.org/10.1007/s40692-020-00179-0
  20. Chen, S.-L., & Liu, Y.-T. (2019). High and low achievers’ accepted workload, preferred work form, and perceived usefulness in flipped classrooms. Journal of Asia TEFL, 16(1). https://doi.org/10.18823/asiatefl.2019.16.1.19.294
  21. Diningrat, S. W. M., Setyosari, P., Ulfa, S., & Widiati, U. (2023). The effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students’ reading comprehension. NAER: Journal of New Approaches in Educational Research, 12(1), 77–99. https://doi.org/10.7821/naer.2023.1.1073
  22. Duruk, E., & Yılmaz, İ. N. (2023). Self-Regulated Learning and Listening Achievement of Turkish EFL Learners. Lublin Studies in Modern Languages and Literature, 41. https://doi.org/10.17951/lsmll.2023.47.3.41-55
  23. Ekmekcı, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151–167. https://doi.org/10.17718/tojde.306566
  24. Fischer, I. D., & Yang, J. C. (2022). Flipping the flipped class: Using online collaboration to enhance EFL students’ oral learning skills. International Journal of Educational Technology in Higher Education, 19(1), Article 15. https://doi.org/10.1186/s41239-022-00320-2
  25. Ghufron, M. A., & Nurdianingsih, F. (2021). Flipped classroom method with computer-assisted language learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120–141. https://doi.org/10.26803/ijlter.20.1.7
  26. Guo, S. (2022). How to creatively flip to online learning environments: A showcase of design and tools for an award-winning, online language teaching project. Computer-Assisted Language Learning Electronic Journal, 23(1), 43–62.
  27. Hajebi, M. (2020). Flipped classroom as a supporting plan for Iranian EFL learners’ English improvement in super intensive courses. Theory and Practice in Language Studies, 10(9), 1101–1105. https://doi.org/10.17507/tpls.1009.13
  28. Hung, L. N. Q. (2022). EFL students’ perceptions of online flipped classrooms during the COVID-19 pandemic and beyond. International Journal of Learning, Teaching and Educational Research, 21(9), 460–476. https://doi.org/10.26803/ijlter.21.9.25
  29. 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
  30. Khosravi, R., Dastgoshadeh, A., & Jalilzadeh, K. (2023). Writing metacognitive strategy-based instruction through flipped classroom: An investigation of writing performance, anxiety, and self-efficacy. Smart Learning Environments, 10(1), Article 48. https://doi.org/10.1186/s40561-023-00264-8
  31. Kırmızı, Ö., & Kömeç, F. (2019). The impact of the flipped classroom on receptive and productive vocabulary learning. Journal of Language and Linguistic Studies, 15(2), 437–449. https://doi.org/10.17263/jlls.586096
  32. Lee, B. (2017). TELL us ESP in a flipped classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4995–5007. https://doi.org/10.12973/eurasia.2017.00978a
  33. Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427–453. https://doi.org/10.1007/s11423-016-9502-1
  34. Li, B., & Peng, M. (2022). Integration of an AI-based platform and flipped classroom instructional model. Scientific Programming, 2022(1), Article 2536382. https://doi.org/10.1155/2022/2536382
  35. 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
  36. Li, Z., & Li, J. (2022). Using the flipped classroom to promote learner engagement for the sustainable development of language skills: A mixed-methods study. Sustainability, 14(10), Article 5983. https://doi.org/10.3390/su14105983
  37. Lin, C.-J. (2019). An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses. Journal of Computers in Education, 6(3), 385–415. https://doi.org/10.1007/s40692-019-00144-6
  38. Liu, F., Wang, X., & Izadpanah, S. (2023). The comparison of the efficiency of the lecture method and flipped classroom instruction method on EFL students’ academic passion and responsibility. SAGE Open, 13(2), Article 21582440231174355. https://doi.org/10.1177/21582440231174355
  39. Makruf, I., Putra P, H. R., Choiriyah, S., & Nugroho, A. (2021). Flipped learning and communicative competence: An experimental study of English learners. International Journal of Education in Mathematics, Science and Technology, 9(4), 571–584. https://doi.org/10.46328/ijemst.1960
  40. Mohammad, T., & Khan, S. I. (2023). Flipped classroom: An effective methodology to improve writing skills of EFL students. World Journal of English Language, 13(5), 468–474. https://doi.org/10.5430/wjel.v13n5p468
  41. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
  42. Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(5), 4041–4055. https://doi.org/10.1007/s10639-020-10167-7
  43. Parati, T., Said, M. N. H. M., & Hanid, M. F. A. (2023). Assessing the effects of flipped classroom to the primary pupils’ English learning performance. International Journal of Learning, Teaching and Educational Research, 22(10), 1–17. https://doi.org/10.26803/ijlter.22.10.1
  44. Phoeun, M., & Sengsri, S. (2021). The effect of a flipped classroom with communicative language teaching approach on undergraduate students’ English speaking ability. International Journal of Instruction, 14(3), 1025–1042. https://doi.org/10.29333/iji.2021.14360a
  45. Purwanti, I. T., & Suryawati, E. (2022). Video lectures in online EFL flipped-classroom: Effectiveness, students’ evaluation and experiences. European Journal of Educational Research, 11(2), 885–898. https://doi.org/10.12973/eu-jer.11.2.885
  46. Rad, H. S. (2021). Effect of PCaRD DGB flipped learning on EFL learners’ grammar skill. Journal of Asia TEFL, 18(2). https://doi.org/10.18823/asiatefl.2021.18.2.10.544
  47. Roohani, A., & Etemadfar, P. (2021). Effect of micro flipped method on EFL learners’ speaking fluency. Journal of Asia TEFL, 18(2), 559–575. https://doi.org/10.18823/asiatefl.2021.18.2.11.559
  48. Roohani, A., & Rad, H. S. (2022). Effectiveness of hybrid-flipped classroom in improving EFL learners’ argumentative writing skill. TEFLIN Journal: A Publication on the Teaching & Learning of English, 33(2). https://doi.org/10.15639/teflinjournal.v33i2/349-366
  49. Shaari, N. D., Shaari, A. H., & Abdullah, M. R. (2021). Investigating the impact of flipped classroom on dual language learners’ perceptions and grammatical performance. Studies in English Language and Education, 8(2), 690–709. https://doi.org/10.24815/siele.v8i2.18872
  50. Shi, W. L., & Zhang, Y. H. (2023). Japanese flipped classroom knowledge acquisition based on Canvas web-based learning management system. EAI Endorsed Transactions on Scalable Information Systems, 10(5). https://doi.org/10.4108/eetsis.3750
  51. Singay, S. (2020). Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666–674. https://doi.org/10.17509/ijal.v9i3.23217
  52. Soltanabadi, M. I., Izadpanah, S., & Namaziandost, E. (2021). The effect of flipped classroom on Iranian adolescents: Elementary EFL learners’ vocabulary recall and retention. Education Research International, 2021(1), Article 3798033. https://doi.org/10.1155/2021/3798033
  53. Sun, Y.-C. (2017). Flipping every student? A case study of content-based flipped language classrooms. E-learning and Digital Media, 14(1–2), 20–37. https://doi.org/10.1177/2042753017692428
  54. Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: Southeast Asian Journal of English Language Studies, 23(4). http://doi.org/10.17576/3L-2017-2303-01
  55. Teng, M. F. (2017). Flipping the classroom and tertiary level EFL students’ academic performance and satisfaction. Journal of Asia TEFL, 14(4). https://doi.org/10.18823/asiatefl.2017.14.4.2.605
  56. Wang, C. (2023). On improving the English language ability of science citation index papers for medical postgraduates through flipped classroom teaching. Korean journal of medical education, 35(1), Article 85. https://doi.org/10.3946/kjme.2023.251
  57. Wang, X., Li, Z., Dong, L., & Li, W. (2022). The flipped classroom model of Japanese teaching based on intelligent decision-making system. Scientific Programming, 2022(1), Article 2792428. https://doi.org/10.1155/2022/2792428
  58. Widyaningrum, H. K., Hasanudin, C., Fitrianingsih, A., Novianti, D. E., Saddhono, K., & Supratmi, N. (2020). The use of Edmodo Apps in flipped classroom learning. How is the students’ creative thinking ability? Ingenierie des Systemes d’Information, 25(1), 69–74. https://doi.org/10.18280/isi.250109
  59. Yang, C. C. R., & Chen, Y. (2020). Implementing the flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2), 1217–1235. https://doi.org/10.1007/s10639-019-10012-6
  60. Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), 508–522. https://doi.org/10.24815/siele.v8i2.18366
  61. Zhou, X., Chen, S., Ohno, S., She, J., & Kameda, H. (2023). Motivational design for enhancing behavioral engagement in a flipped Chinese course. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09849-x
  62. Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228. https://doi.org/10.1007/s40692-020-00153-w