Research Article
PDF EndNote BibTex RIS Cite

Year 2022, Volume 23, Issue 4, 255 - 269, 01.10.2022
https://doi.org/10.17718/tojde.1182793

Abstract

References

  • Adnan, M. (2017) Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30 (3-4), 204-222, DOI:10.1080/09588221.2017.1301958.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), 166–178.
  • Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. doi: 10.1016/j.compedu.2018.07. 021
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108–121.
  • Altas, E, 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. DOI: 10.17718/tojde.849885
  • Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 1–15. doi:10.1080/17501229.2017.1394307
  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

A SNAPSHOT OF FLIPPED INSTRUCTION IN ENGLISH LANGUAGE TEACHING IN TURKIYE: A SYSTEMATIC REVIEW

Year 2022, Volume 23, Issue 4, 255 - 269, 01.10.2022
https://doi.org/10.17718/tojde.1182793

Abstract

This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, Eric and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students’ perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students’ achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.

References

  • Adnan, M. (2017) Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30 (3-4), 204-222, DOI:10.1080/09588221.2017.1301958.
  • Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students’ listening comprehension. English Language Teaching, 9(9), 166–178.
  • Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. doi: 10.1016/j.compedu.2018.07. 021
  • Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108–121.
  • Altas, E, 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. DOI: 10.17718/tojde.849885
  • Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 1–15. doi:10.1080/17501229.2017.1394307
  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Hasan Serif BALTACI> (Primary Author)
BASKENT UNIVERSITY
0000-0003-3199-7838
Türkiye

Publication Date October 1, 2022
Application Date February 21, 2021
Acceptance Date February 14, 2022
Published in Issue Year 2022, Volume 23, Issue 4

Cite

APA Baltacı, H. S. (2022). A SNAPSHOT OF FLIPPED INSTRUCTION IN ENGLISH LANGUAGE TEACHING IN TURKIYE: A SYSTEMATIC REVIEW . Turkish Online Journal of Distance Education , 23 (4) , 255-269 . DOI: 10.17718/tojde.1182793