A SNAPSHOT OF FLIPPED INSTRUCTION IN ENGLISH LANGUAGE TEACHING IN TURKIYE: A SYSTEMATIC REVIEW
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.
Keywords
Flipped instruction, flipped classroom, English Language Teaching, EFL, systematic review
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