Evaluating the Effectiveness of Flipped Classroom Pedagogy in English as a Foreign Language (EFL) Instruction: A Systematic Review of Empirical Studies

Abstract

This systematic review thoroughly examines the efficacy of flipped classrooms in language instruction, specifically within English as a Foreign Language (EFL) context. By synthesizing findings from 18 empirical studies published between 2015 and 2024, the review evaluates the transformative role of digital technologies, self-regulated learning, and student attitudes in shaping educational achievements. The analysis highlights the pivotal contributions of platforms such as Moodle, Kahoot, and Zoom in fostering student engagement, enhancing motivation, and promoting active learning. Furthermore, self-regulated learning emerged as a cornerstone for cultivating autonomy and academic success among learners. However, significant challenges, including disparities in technological access and differences in student preparedness, underscore the need for well-structured scaffolding and meticulous implementation strategies. This review consolidates best practices for educators and identifies key areas for future research, reaffirming the potential of flipped classrooms to revolutionize active, student-centred learning environments in language education.

Keywords

• flipped classroom
• self-regulated learning
• digital tools
• challenges

References

1. Amiryousefi, M. (2017). The flipped classroom approach in EFL contexts: Opportunities and challenges. Journal of Language Teaching and Research, 8(5), 992-998. https://doi.org/10.17507/jltr.0805.01
2. Anane, C. (2022). Gamified flipped learning in a French foreign language class? Efficiency and student perception. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.994892
3. Arif, S., & Irfana, O. (2019). Effectiveness of Flipped Classroom in Teaching Basic English Courses. Yuksekogretim Dergisi, 9(3), 279–289. https://doi.org/10.2399/yod.19.003
4. Babintseva, E., Kartseva, E., Spynu, L., & Tavberidze, D. (2023). Flipped classroom as an innovative technology for blended learning of professional English in higher education institutions. Revista On Line de Política e Gestão Educacional, 27. https://doi.org/10.22633/rpge.v27i00.18526
5. Baig, M. I. (2021). Flipped classrooms in language education: A systematic review. Educational Research Review, 27, 100-110. https://doi.org/10.1016/j.edurev.2020.100110
6. Birova, L., Ruiz-Cecilia, R., & Guijarro-Ojeda, J. R. (2023). Flipped classroom in EFL: a teaching experience with pre-service teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1269981 Chen, C. M., Liu, M. C., & Martinelli, R. (2020). Exploring the role of MOOCs in the flipped classroom: A systematic review. Journal of Educational Technology & Society, 23(1), 1-12. https://www.jstor.org/stable/10.2307/26770789
7. Chen, C. (2023). Student engagement and motivation in flipped classrooms: The role of self regulated learning. Language Learning & Technology, 27(1), 45-67. https://doi.org/10.1016/j.llt.2022.12.002
8. Cripps, J. H., Rosen, R. S., Sever‐Hall, A. M., Cooper, S. B., & Fenicle, R. (2023). Student Outcomes, Perspectives, and Experiences in Traditional and Flipped L2 American Sign Language Classrooms: A Partial Replication Study. Language Learning, 73(S1), 164–196. https://doi.org/10.1111/lang.12615

9. Çetin Koroğlu, O., & Çakır, H. (2017). The effects of flipped classroom model on students’ academic achievement: A meta-analysis study. Educational Sciences: Theory and Practice, 17(4), 1145-1167. https://doi.org/10.12738/estp.2017.4.0155
10. 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. Journal of New Approaches in Educational Research, 12(1), 77. https://doi.org/10.7821/naer.2023.1.1073
11. Ekmekci, O. (2017). The impact of flipped classroom model on student learning outcomes: A systematic review. Journal of Educational Technology Systems, 45(2), 245-263. https://doi.org/10.1177/0047239516676483
12. Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020a). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1). https://doi.org/10.1080/2331186x.2020.1835150
13. 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). https://doi.org/10.1186/s41239-022-00320-2
14. Fraga, L. M., & Harmon, J. (2014). The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement. Journal of Digital Learning in Teacher Education, 31(1), 18–27. https://doi.org/10.1080/21532974.2014.967420
15. Gok, D., Bozoglan, H., & Bozoglan, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 36(4), 840–860. https://doi.org/10.1080/09588221.2021.1950191
16. Guo, Y. (2022). The effectiveness of flipped classrooms in improving EFL learners' speaking skills: A meta-analysis. Journal of Language and Linguistic Studies, 18(2), 789-804. https://doi.org/10.17263/jlls.937658
17. Hernández-Nanclares, N., & Pérez-Rodríguez, M. (2016). Students’ Satisfaction with a Blended Instructional Design: The Potential of “Flipped Classroom” in Higher Education. Journal of Interactive Media in Education, 2016(1). https://doi.org/10.5334/jime.397
18. Hung, H. (2014). 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
19. Hwang, G. J., & Wang, S. Y. (2021). Mobile learning and flipped classrooms: The role of self-regulated learning. Computers & Education, 161, 104-112. https://doi.org/10.1016/j.compedu.2020.104112
20. Irianti, L., Faridi, A., Pratama, H., & Suwandi. (2024). Flipped classroom and critical thinking on public speaking class. Cogent Education, 11(1), 2315815.
21. Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE—Life Sciences Education, 14(1), ar5. https://doi.org/10.1187/cbe.14-08-0129
22. Khodabandeh, F. (2022). Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes. Education and Information Technologies, 28(1), 617–646. https://doi.org/10.1007/s10639-022-11190-6
23. Kong, S. C., Chan, Y. C., & Chan, K. W. (2020). A study of the effectiveness of flipped classroom in an EFL context: A meta-analysis. Educational Research Review, 25, 100-114. https://doi.org/10.1016/j.edurev.2019.100114
24. Liu, C., Sands-Meyer, S., & Audran, J. (2018). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments, 27(8), 1178–1191. https://doi.org/10.1080/10494820.2018.1528283
25. Liu, Y. (2021). The influence of self-regulated learning on student satisfaction in flipped classrooms: A case study in EFL. International Journal of Educational Technology in Higher Education, 18(1), 1-17. https://doi.org/10.1186/s41239-021-00264-y
26. Liu, H., Qiu, H., & Zhang, Z. C. (2023). Flipped classroom in ESP teaching and learning: An activity theory perspective. Iberica, 44, 263–284. https://doi.org/10.17398/2340- 2784.44.263
27. Lindeiner-Stráský, K. von, Stickler, U., & Winchester, S. (2020). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-Learning, 37(3), 288–304. https://doi.org/10.1080/02680513.2020.1769584
28. Luo, S., & Zou, D. (2024). English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching: Scale development and model extension. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12587
29. Presti, M. L. (2016). Flipped classroom in ELT: A systematic review of the literature. Journal of Language Teaching and Research, 7(2), 366-375. https://doi.org/10.17507/jltr.0702.11
30. Pratiwi, D. I., Fitriati, S. W., Yuliasri, I., & Waluyo, B. (2024). Flipped classroom with gamified technology and paper-based method for teaching vocabulary. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00222-4
31. Sengul, F., Bostanci, H. B., & Kurt, M. (2022). Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1009800
32. Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514–524. https://doi.org/10.1016/j.chb.2016.02.056
33. Tsai, Y. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning, 34(7), 979–1011. https://doi.org/10.1080/09588221.2019.1650779
34. van Alten, D. C., Smit, K., & Harskamp, E. (2021). The flipped classroom: A meta-analysis of the effect on student learning outcomes. Educational Psychology Review, 33, 693- 735. https://doi.org/10.1007/s10648-020-09514-5